Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

Jiani Ma,Emma L.J Eyre,Yujun Cai,Michael J Duncan,Si-Tong Chen

doi:10.1177/1356336x211055585

Abstract

The present study aimed to examine cross-cultural differences in fundamental movement skills (FMS) proficiency levels in children aged 9–10 years old in England and China, using a process-oriented FMS measurement. Four FMS (run, jump, throw, catch) were measured using the Test of Gross Motor Development-2 (TGMD-2). The sample consisted of 272 (58.3% boys, 41.7% girls) Chinese children and 273 (48.7% boys, 51.3% girls) English children. ANCOVA analysis for the raw FMS scores showed significant sex by country interaction ( P = .022, partial η2 = .01). Chinese children scored higher than English children on total FMS, locomotor, and object control skill subsets. Additional Chi-squared analyses revealed significant differences regarding mastery levels of skills, with a higher proportion of Chinese children being classified as having advanced skill proficiency across three of four selected FMS (i.e. run, throw, and catch). The substantial cross-cultural differences found may be related to aspects such as Physical Education (PE) provision and process, educational policy, and other physical activity opportunities (e.g. extracurricular organised sports). Our findings require further examination of the contextual influences, in order to understand the optimal strategies that promote children's FMS development through PE, youth sports, or physical activity promotion.

Highlights

Fundamental movement skills (FMS) are one important construct of motor competence and considered to be the foundation for an individual to develop more advanced movement sequences and context-specific physical activity (PA) (Lubans et al, 2010)
Given the emphasis on Physical Education (PE) curricula worldwide to develop FMS (Australian Curriculum, Assessment, and Reporting Authority, 2012; Ministry of Education, 2001; Department for Education, 2013; Society of Health and Physical Educators (SHAPE) America, 2013), understanding cross-cultural differences in FMS is of interest and importance to physical educators, as this understanding may provide directions for more effective ways in which children’s FMS proficiency could be developed
Children from China demonstrated a higher level of total FMS competency, locomotor skills, and object control skills than their peers from England

Summary

Introduction

Fundamental movement skills (FMS) are one important construct of motor competence and considered to be the foundation for an individual to develop more advanced movement sequences and context-specific physical activity (PA) (Lubans et al, 2010). The benefits of children being proficient at FMS are associated with increased PA, healthy weight status, health-related physical fitness, and cognitive and academic outcomes (see Cattuzzo et al, 2016; Jones et al, 2020; Robinson et al, 2015 for reviews). Despite these benefits, a considerable number of studies suggest FMS proficiency is low among children worldwide (Booth et al, 2006; Duncan et al, 2020; Eyre et al, 2018; Philpott et al, 2020; Zhang and Cheung, 2019). Process-oriented assessments are made in reference to an established set of qualitative criteria (e.g. arms move in opposition to legs during a run), and examining cross-cultural differences in process-oriented assessments may provide better focus for PE professionals in relation to which skills are more difficult to master in what context

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