Abstract
The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.
Highlights
Fundamental gross motor skills associate with children’s physical health, wellbeing and performance in activities of daily living [1,2]. Mechanisms for these links include that gross motor skills help children control their bodies, manipulate their environment and form complex skills involved in sports and other recreational activities, which may facilitate optimal growth and development [3]
The results indicated that the relationship between school day step counts and Test of Gross Motor Development-3rd Edition (TGMD-3) scores was mediated through perceived competence and Progressive Aerobic Cardiovascular Endurance Run (PACER) laps and the direct relationship between TGMD-3 scores and Body Mass Index (BMI) was statistically significant
Davidson et al [32] did not test participants’ actual motor skill competence and physical activity was assessed using self-reported method, which may manifest limitations in exploring the relationship, as Stodden et al [9] has concluded that mediating effect of perceived competence on physical activity in middle to late childhood is largely based on the actual level of gross motor skills
Summary
Fundamental gross motor skills associate with children’s physical health, wellbeing and performance in activities of daily living [1,2]. Mechanisms for these links include that gross motor skills help children control their bodies, manipulate their environment and form complex skills involved in sports and other recreational activities, which may facilitate optimal growth and development [3]. Fundamental motor skills do not develop naturally over time but rather need to be taught and reinforced to the developing child so that they can participate successfully in unstructured and structured physical activity [8]
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