Abstract
Background: Fundamental movements (FM) of children influence the willingness to engage in physical activity (PA). Thus, proper FM skills are the foundation for a lifespan of PA. Objective: This study examined what factors may affect children’s PA in relation to FM pattern capabilities. Methods: The study examined the influence of SES when three low-income schools were provided additional PA opportunities on days PE was not taught. FM patterns in relation to object control (OC) and locomotor skill (LC) development were evaluated on K (n = 871), 1st (n = 893), and 2nd graders (n = 829) using the Test of Gross Motor Development-2 (TGMD-2) instrument (Ulrich, 2000). Schools were dichotomized and categorized as being low SES (n = 2008) and high SES (n = 578) status. Results: A significant relationship was revealed with LC (r = 0.264; p = 0.001), OC (r = 0.171; p = 0.001), and total TGMD-2 (r = 0.264; p = 0.001). Low and high SES schools significantly improved overall TGMD-2 scores. High SES schools children were significantly higher in LC [F, (2, 1272) = 29.31, p = 0.001], OC [F, (2, 1272) = 23.14, p = 0.001], and total TGMD-2 [F, (1, 1272) = 38.11, p = 0.001]. Conclusion: Low SES schools need to concentrate on PA-based activities to engage students in FM patterns, to help narrow the gap in FM capabilities. In addition, the increase in PA opportunities for lower SES schools could positively impact brain function, cardiovascular fitness, and overall well-being.
Highlights
According to the Centers for Disease Control (2010, 2013), children who meet the recommendation of 60 minutes of physical activity everyday have a lower chance of developing chronic diseases later in life and achieve greater levels of cardiorespiratory fitness and bone strength
A significant relationship was revealed with the construct locomotor (r = 0.264; p = 0.001), object control (r = 0.171; p = 0.001), and total TGMD (r = 0.264; p = 0.001)
Findings demonstrated that in year 1, (2011-2012) children at the higher socioeconomic status (SES) schools scored higher than all low SES schools when completing the Test of Gross Motor Development-2 (TGMD-2) both in the Fall and in the Spring. This would be expected due to research indicating higher quality of Physical education and more involvement in external physical activity opportunities outside of the school day (Center for Disease Control and Prevention, 2017). These findings coincide with previous research findings worldwide that typically have found that higher SES children score better on assessments related to fundamental or gross motor skills because of a combination of additional practice time, resources, and outside opportunities that students of high SES school children have compared to low SES schools (Hardy, King, Espinel, Okely, & Bauman, 2010)
Summary
According to the Centers for Disease Control (2010, 2013), children who meet the recommendation of 60 minutes of physical activity everyday have a lower chance of developing chronic diseases later in life and achieve greater levels of cardiorespiratory fitness and bone strength. Within the United States, a report by the National Physical Activity Plan Alliance (NPAPA; 2016) found only one-fourth of children are currently meeting physical activity recommendations Due to this lack of physical activity, 75% of children are at an increased risk for future obesity, diabetes, and related chronic illness (NPAPA, 2016). Having well-developed movement skills may greatly influence a person’s level of desire and confidence to partake in physical activity later on in life (Gallahue & Ozmun, 1998). Low and high SES schools significantly improved overall TGMD-2 scores. The increase in PA opportunities for lower SES schools could positively impact brain function, cardiovascular fitness, and overall well-being
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