Relationship between Curriculum-Based Intervention and Fundamental Movement Skills among Preschoolers: A Systematic Literature Review

Zheng Xin,Borhannudin Bin Abdullah,Zeinab Zaremohzzabieh,Nasnoor Juzaily Mohd Nasiruddin,Shamsulariffin Bin Samsudin

doi:10.13189/saj.2021.090612

Abstract

Fundamental movement skills (FMS) are positively correlated with academic achievement, psychology, and participation in physical activities. However, many children's FMS are insufficient, which highlights the need for intervention. The study is aimed at investigating the influence of curriculum foundation intervention on the development of children's FMS and related influencing factors. We systematically reviewed the peer-reviewed articles published across 6 databases (Sport discus, Cochrane Library, PubMed, ScienceDirect, Scopus, Web of Science) on curriculum-based interventions for fundamental movement skills, typically among developing children aged 3-6 years. The risk of bias within the study was assessed using the Quality Assessment and Validity Tool for Correlational Studies (QAVTCS). A total of 14 articles that met the criteria were included, with 1849 participants from across five countries. About 92.9% of the studies reported a significant improvement in the children's FMS after the intervention. Besides the research report on the instruction strategy, teacher experience, gender, and delivery quality influenced the intervention effect of the children's FMS. In future studies, a more rigorous control design, rich theoretical framework, multi-site study, and different perspectives are needed to identify more influencing factors with regards to intervention and an improvement in the efficacy of the intervention.

Highlights

Mastering motor competence is a prerequisite for the daily functioning of routines and participation in physical activities, or sports-specific skills later in life [1]
This review acts as a guide or support for teachers or coaches, to improve Fundamental movement skills (FMS) in young children
The findings of this study can be used as a starting point or reference for future studies on the relationship between curricular interventions and FMS in young children

Summary

Introduction

Mastering motor competence is a prerequisite for the daily functioning of routines and participation in physical activities, or sports-specific skills later in life [1]. Due to the improvement in people's living standards and the change in their lifestyle, sedentary behavior has increased, and only 26% of the children's screen times were less than hour per day [2]. Many studies have confirmed that these reasons are closely related to the development of FMS in young children [4,5]. There is a lot of evidence that has pointed toward poor FMS proficiencies among young children [6– 8]. A systematic review of the FMS competence by Lubans et al [9] identified positive correlations with 8 of these variables (self-concept, perceived physical ability, cardio-respiratory fitness CRF, muscle health, weight status, flexibility, physical activity, and reduced sedentary behavior)

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