Abstract
Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.
Highlights
A child who is proficient at moving is enabled to interact with the environment in increasingly complex ways
The aim of this study is to examine whether improved movement proficiency leads to benefits in the cognitive and social domains of child development
Interactions with the world and other people are enabled by movement proficiency in early childhood and are believed to stimulate cognitive and social development
Summary
A child who is proficient at moving is enabled to interact with the environment in increasingly complex ways. Longitudinal studies have shown that motor skills at the age of five to six years predicted adaptation and social behaviors in school one year later (Bart et al, 2007); motor skills at the age of six to seven years influenced social status among peers at nine to ten years (Ommundsen et al, 2010) This could be related to the observation that social play is reduced and social reticence is heightened in children with poor motor skills (Bar-Haim and Bart, 2006). Peer acceptance is known to be related to adult adjustment (Bagwell et al, 1998) and later academic achievement (Wentzel and Caldwell, 1997), suggesting that there may be longterm consequences to the risks that poor motor skills in early childhood pose on psychosocial development. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills
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