Abstract
Background: Previous research has suggested a positive relationship between fundamental movement skills (FMS) mastery and physical activity (PA) level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed. Methods: An intervention group of 82 children (35 boys and 47 girls) and a control group of 83 children (42 boys and 41 girls) were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years) of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI); and the completion of Harter et al.’s (1982) self-perception questionnaire. Results: Following a two (pre to post) by two (intervention and control group) mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception. Conclusions: It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study.
Highlights
The mastery of Fundamental Movement Skills (FMS) in children has been assessed in an attempt to identify any mechanisms underlying physical activity (PA) levels and weight status [1,2,3,4]
Following the two by two mixed model ANOVA there was an overall main effect from pre to post for all eight fundamental movement skills (FMS)
This current study has identified that the children who completed this intervention increased significantly more than the control group mastery of fundamental movement skills (FMS), 4
Summary
The mastery of Fundamental Movement Skills (FMS) in children has been assessed in an attempt to identify any mechanisms underlying physical activity (PA) levels and weight status [1,2,3,4]. Research has recently identified that previous mastery in FMS can predict future PA levels in children [3,4,5] These findings demonstrate the importance of FMS competency in childhood for maintenance of PA levels and in turn a healthy weight status. This has particular relevance for school Physical Education (PE) as the development of physical literacy and FMS is a key component of the National Curriculum for PE (NCPE) at key stages 1 and 2 in England [6]. Conclusions: It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study
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