Effects Of A Teacher-led Movement-training Program On Physical Fitness, Motor Skills, And Physical Activity In Third And Fourth Grade Students

Abstract

PURPOSE: FUNdamental Integrative Training (FIT) is a circuit-style strength training approach designed to be implemented in conjunction with a physical education program. The purpose of this study was to evaluate the effects of a 12-week, FIT program on physical fitness, fundamental movement skills, physical activity, and psychosocial mediators among children in third and fourth grade classrooms. METHODS: A total of seven classrooms in one school were randomly assigned to the intervention (INT, n=4) or control (CON, n=3) group. The INT classrooms received a 12-week, teacher-led FIT intervention. The CON group continued participation in regular physical education. At baseline, mid-point, and immediately post intervention, physical fitness (curl-up, push-up, sit & reach), motor skills (hop, jump, throw, catch), objectively measured weekly physical activity and sedentary time, and psychosocial factors (self-efficacy, enjoyment, social support) were measured for all participants. Kruskal-Wallis rank-sum tests were used to compare pre-post changes between the INT and CON groups for all variables. RESULTS: Sedentary time decreased for the INT group (-19 minutes) and increased slightly for the CON group (p=0.04). No significant differences were observed between groups for any of the physical fitness, motor skill, or physical activity variables. CONCLUSIONS: The current study adds valuable insight into the efficacy of delivering a FIT intervention into an existing PE curriculum. Future studies should continue to explore the relationships between physical activity, fitness, and motor skills in children to identify causal pathways and intervene appropriately.