Motor Competence In Children Research Articles

The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis.

Appropriate levels of motor competence are an integrated part of individuals’ health-related fitness, and physical education is proposed as an important context for developing a broad range of motor skills. The aim of the current study was to apply meta-analyses to assess the effectiveness of curriculum-based physical education on the development of the overall motor competence of children and adolescents. Studies were located by searching seven databases and included according to predefined criteria. Random effects models using the standardized effect size (Hedges’ g) were used to aggregate results, including an examination of heterogeneity and inconsistency. The meta-analysis included 20 studies, and a total of 38 effect sizes were calculated. A statistically significant improvement in motor competence following curriculum-based physical education compared to active control groups was observed in children and adolescents (g = −0.69, 95% CI −0.91 to −0.46, n = 23). Participants’ ages, total time for physical education intervention, and type of motor competence assessment did not appear to be statistically significant moderators of effect size. Physical education with various curricula can, therefore, increase overall motor competence in children and adolescents.

Reduced fine motor competence in children with ADHD is associated with atypical microstructural organization within the superior longitudinal fasciculus.

Recent work in healthy adults suggests that white matter organization within the superior longitudinal fasciculus (SLF) may, at least partly, explain individual differences in fine motor skills. The SLF is also often implicated in the neurobiology underlying attention deficit hyperactivity disorder (ADHD) as part of the attention network connecting frontal and parietal regions. While ADHD is primarily characterized by inattention, impulsivity and/or hyperactivity, atypical fine motor control is a common comorbid feature. This study aimed to investigate the association between reduced fine motor skills in ADHD and microstructural properties within the SLF. Participants were 55 right-handed children with ADHD and 61 controls aged 9-11years. Fine motor control was assessed using the Grooved Pegboard task. Children underwent high angular resolution diffusion MRI. Following pre-processing, constrained spherical deconvolution tractography was performed to delineate the three SLF branches bilaterally. Children with ADHD showed significantly poorer fine motor performance relative to controls in the non-dominant hand, indicated by significantly slower left handed Grooved Pegboard task performance. This slower response time for the non-dominant (left) hand was significantly associated with reduced apparent fibre density within the right SLF I, and reduced right SLF I, II and III volume. This finding was independent of spatial attention performance. These data support previous reports indicating that children with ADHD have poorer fine motor performance than controls in their non-dominant hand, and indicates that the neurobiological basis for impaired fine motor control may involve white matter properties within the contralateral SLF. This suggests that white matter properties in fronto-parietal areas may have broader implications than attention.

Efficacy of a 7-week dance (RCT) PE curriculum with different teaching pedagogies and levels of cognitive challenge to improve working memory capacity and motor competence in 8–10 years old children

ObjectivesThis study examined how learning a dance choreography with different teaching pedagogies and different cognitive challenge influenced the development of working memory capacity and motor competence in primary school children. DesignRandomised-controlled trial. MethodsEighty primary school children (8.8 ± 0.7 years old; 61% females) were recruited and randomly assigned to two experimental groups – a high-cognitive and a low-cognitive group – and a control group. The two experimental groups practiced dance for 7 weeks, twice a week, learning a choreography, while the control group participated in the school standard PE curriculum. In the high-cognitive group, the dance teachers limited visual demonstrations and encouraged children to memorise and recall movement sequences to increase the cognitive challenge. ResultsWhile the pre-to post-test improvements did not statistically differ between experimental groups, the analysis showed that the high-cognitive group statistically improved their working memory capacity (p < 0.01; d = 0.51), while the low-cognitive (p = 0.04; d = 0.48) and control groups did not (p = 0.32; d = 0.17). All three groups improved their motor competence from pre-to post-test, and there was a significant group*time effect (p < 0.01, ηp2 = 0.13) with the high-cognitive group showing larger improvement than the control. ConclusionsThe results of this study provide initial support that dance practice coupled with a high cognitive challenge could improve working memory capacity and motor competence in children; however, the difference between groups was not statistically significant, and future research is necessary to examine the generalization of this finding.

Körperkoordinationstest Für Kinder (KTK) for Brazilian Children and Adolescents: Factor Analysis, Invariance and Factor Score.

The decrease in children motor competence, with a consequent reduction in the levels of physical activities and fitness, impacting health negatively, has affected children across countries. In addition to consistent intervention strategies, it is necessary to use appropriate instruments. The Körperkoordinationstest Für Kinder (KTK) is a reliable and low-cost motor coordination (MC) test used in several countries but lacking psychometric evidence in the Brazilian population. The present study investigates the factor structure of KTK in a Brazilian sample; and, compared four possibilities of calculating the factorial score of the test, precisely the sum of the scores, sum of the standard scores, weighted method, and the refined method. The participants of the study consisted of 565 volunteers (49.9% boys), from 5 to 10 (7.93 ± 1.51) years of age, with a body mass index (BMI) means of 17.04 (±2.81). The results showed that the KTK factor structure was adequate to the model for the total sample, by sex, and by age groups. However, the results did not confirm the invariance between sexes and age groups. Besides, our result showed that the sum of the raw scores of the subtests could be used as the factor score method in KTK. In the end, we conclude that the KTK is a valid test to measure the MC of Brazilian children and adolescents, with features that qualify it as a useful instrument both for research and for the practice.

Changes in motor competence over four decades in 10 to 14-year-old Austrian boys

Background: Data on secular trends in motor competence in children and adolescents has been equivocal. While several studies have shown a decline in motor competence over the last several decades there is also research that showed no change or even an increase in motor competence in youth.Methods: Motor competence was assessed via 6 test items in 10- to 14-year-old Austrian boys in the years 1972, 1987 and 2015. At each measurement time participants performed 20m sprint, 800m run, sit ups, jump and reach, one-leg stand and stand and reach tests in the school gymnasium during regular school time. Data across measurement times was compared using weighted means across 5 age groups with pooled standard deviations.Results: Average performance on the 20m sprint, jump and reach test and one leg stand improved significantly (p&lt;0.05) from 1972 to 2015 by 0.3 seconds, 3.9 cm and 3.5 seconds, respectively. Time for the 800m run increased significantly by 15% (p&lt;0.01), indicating a decline in endurance. Flexibility, measured by the stand and reach test, also declined significantly (p=0.02) from 1972 to 2015. There was no significant difference in the number of sit ups performed at the 3 measurement times. Conclusion: Results of the present study do not show a general decline in motor competence in male middle-school students over the last 4 decades. Rather, secular trends differ by specific components contributing to overall motor competence with declines in flexibility and endurance but increases in power, speed and balance.

Longitudinal associations among cardiorespiratory and muscular fitness, motor competence and objectively measured physical activity

ObjectivesThis study aimed to investigate cross-lagged associations in motor competence, cardiorespiratory fitness, muscular fitness and accelerometer-based moderate-to-vigorous physical activity (MVPA) engagement. DesignOne-year prospective follow-up study. MethodsA sample was 491 (275 girls; M at baseline=11.27, SD=.32) Finnish physical education students. Students’ motor competence was assessed by (1) two-legged jumping from side to side test, (2) throwing-catching combination test and (3) 5-leaps test. Their cardiorespiratory fitness was analyzed by a 20-m shuttle run test and muscular fitness by curl-up and push-up tests. Additionally, students’ MVPA was measured objectively by hip-worn accelerometers. ResultsResults demonstrated that: (1) cardiorespiratory fitness measured at Grade 5 was the only significant predictor of later MVPA and this association appeared only in the boys’ group, (2) MVPA assessed at Grade 5 significantly predicted cardiorespiratory fitness in the girls’ group, (3) cardiorespiratory fitness collected at Grade 5 associated with muscular fitness, locomotor and stability skills in both girls and boys, and (4) locomotor skills measured at Grade 5 predicted significantly muscular fitness, locomotor and manipulative skills in both sex groups. ConclusionsElementary school years are important in providing students with experiences in physical activity (PA) which leads to improvements s in cardiorespiratory health. Additionally, this study showed that cardiorespiratory fitness collected at Grade 5 associated with later muscular fitness, and locomotor and stability skills in both sex groups. These findings are noteworthy because muscular fitness in youth has several health-related benefits and motor competence in childhood and adolescence has positive association with later PA engagement.

The longitudinal relationship between motor competence and measures of fatness and fitness from childhood into adolescence

ObjectivesTo examine longitudinal (seven years) relationships among cardiorespiratory fitness (VO2peak), body fatness, and motor competence. MethodData were collected as part of the Copenhagen School Child Intervention Study (CoSCIS). Body fatness was assessed by the sum of four skinfolds. VO2peak was measured directly in a continuous running protocol. Motor competence was assessed using the Körperkoordinationtest für Kinder. This study used multilevel linear mixed models to evaluate the reciprocal longitudinal association between body fatness, VO2peak, and motor competence. All regressions were stratified by sex and adjusted by intervention and pubertal status. All variable coefficients were standardized. ResultsA reciprocal relationship was observed between children's motor competence with body fatness and VO2peak at the seven‐year follow‐up (6–13 years of age). Children with higher motor competence at baseline had a lower risk of having higher body fatness (βboys=−0.45, 95% CI: −0.52 to −0.38; βgirls=−0.35, 95% CI: −0.42 to −0.28) and higher VO2peak (βboys=0.34, 95% CI: 0.27–0.40; βgirls=0.27, 95% CI: 0.20–0.33) during childhood. Alternatively, higher body fatness or lower levels of VO2peak at baseline were associated with lower motor competence during childhood. ConclusionsThese data suggest motor competence, body fatness, and VO2peak demonstrate reciprocal relationships across childhood (6–13 years of age). Interventions addressing motor competence, cardiorespiratory fitness, and body fatness in early childhood are recommended, as intervention effects are likely to be enhanced because of the mutual reciprocal associations between these three variables.

Nutrition, BMI and Motor Competence in Children with Autism Spectrum Disorder.

Background and objectives: The purpose of this study was to examine the relationship between motor competence, body mass index (BMI), and nutrition knowledge in children with autism spectrum disorder (ASD). Materials and Methods: Fifty-one children with ASD (five females and 46 males) aged 7–12 participated in the study. The Movement Assessment Battery for Children-2 (MABC-2) was used to examine children’s fine and gross motor skill competence; the nutrition knowledge survey assessed children’s overall knowledge of food groups and healthful eating; and BMI-for-age determined their weight status. Descriptive analysis and Pearson correlation was used to analyze the relationship between nutrition knowledge, BMI, and motor competence in children with ASD. Results: The majority of children with ASD (82%) showed significant motor delays in MABC-2 assessments. The BMI-for-age percentile data suggested that 20% of participants were obese, 17% were overweight, and 12% were underweight. The nutrition knowledge data indicated that 55% of children scored below 70% on accuracy in the nutrition knowledge survey. Pearson correlation analysis revealed a significant positive relationship between MABC-2 manual dexterity and nutrition knowledge (r = 0.327, p < 0.01), and between MABC-2 balance skills and nutrition knowledge (r = 0.413, p < 0.01). A significant negative relationship was also found between BMI and MABC-2 balance skills (r = −0.325, p < 0.01). Conclusions: The findings of the study suggest that nutrition knowledge and motor competence may be key factors influencing BMI in children with ASD and therefore interventions tackling both sides of the energy balance equation are necessary.

Socioecological correlates of perceived motor competence in 5- to 7-year-old Finnish children.

We investigated child, family, and environmental factors associated with young children's perceptions of locomotor (LM) and object control (OC) skills. The participants comprised 472 children (6.22±0.63) and their parents. The children were assessed for their perception of motor competence in LM and OC skills (using the pictorial scale of Perceived Movement Skill Competence for young children), and actual motor competence (Test of Gross Motor Development 3rd edition and Körperkoordinationstest Für Kinder). Anthropometrics were calculated using the children's body mass index standard deviation scores. A parent questionnaire included questions about child factors (sex, child's independent walking age, time spent sedentary and outdoors, participation in organized sport activities, and access to electronic devices), family factors (parent educational level, physical activity frequency, and sedentary behavior), and environmental factors (access to sport facilities). Variance analysis sought to identify age-related differences, and a linear regression model examined correlates of children's perception of LM and OC skills. The children's movement skill perceptions were found to be generally high. Four factors explained 5.7% of the variance in perceptions of LM skills and 7.5% of the variance in perceptions of OC skills. Two factors, lower age and higher actual motor competence, explained most of the children's skill perceptions. Access to electronic devices (less) and Body mass index (BMI) (higher) were associated with perceptions of LM skills. Participation in organized sport activities (higher) and parental education (lower) were associated with perceptions of OC skills. When promoting children's physical activity and motor competence, perceptions of motor competence are an important consideration.

Enhancing Motor Competence and Physical Activity in Kindergarten.

This study aimed at evaluating the effect of the "Walk," an 8-month physical activity (PA) program led by classroom and physical education teachers, on the motor competence (MC) and PA of 5- to 6-year-old children. A total of 143 children (mean age = 61.51 [1.85]mo) participated in the study and were randomly assigned to the experimental and control groups. Children's MC was assessed by the Körperkoordination Test für Kinder (KTK), and PA was objectively measured by Omron HJ-720IT-E2 pedometers. Measurements were performed at baseline, midintervention, and postintervention. A 1-sample t test computed at baseline step counts revealed that children presented significantly lower PA than recommended for their age (P < .001). To examine the effect of the intervention on children's MC and PA, several repeated-measures analyses of variance were utilized on (1)KTK item scores and (2)pedometer data. The results revealed that the Walk project led to practically significant changes in the experimental group compared with the control group in both MC (P < .001, η2 > .14 for all KTK items) and PA (P < .001, η2 = .23). This study highlights the efficacy of a PA project, involving both classroom and physical education teachers, for the enhancement of children's MC and PA.

Motor Competence in Children With Developmental Disabilities,Especially Children With Intellectual Disabilities or Autism Spectrum Disorders: A Review

Motor Competence in Children With Developmental Disabilities,Especially Children With Intellectual Disabilities or Autism Spectrum Disorders: A Review

Influence of Sports Camps and Vision on Perceived Motor Competence in Children and Adolescents who Are Visually Impaired

Introduction Children with visual impairments (that is, those who have low vision or blindness) often demonstrate lower levels of perceived and actual motor competence and physical activity compared to peers who are sighted. The purpose of this study was to assess the way in which seven-day sports camps specially designed for children with visual impairments affected perceived motor competence as compared to a control condition. Methods Children with visual impairments (N = 79), ages 9 to 19 years (M = 12.71, SD = 2.38) completed either the Self-Perception Profile for Children (ages 9 to 13 years) or the Self-Perception Profile for Adolescents (ages 14 to 19 years) two to three times at two summer camps or at a school for blind students. Two separate 3 (group) × 4 (vision) ANOVAs assessed pretest and posttest differences for perceived motor competence. A 3 (group) × 2 (time) × 4 (vision) repeated-measures ANOVA examined the effects of camp on perceived motor competence from pretest to posttest. Paired samples t-tests were conducted to reveal if levels of perceived motor competence remained stable from posttest to maintenance. Results Camp and control groups revealed nonsignificant and similar levels of perceived motor competence at the pretest. By the end of camp one, children improved their perceived motor competence to a much greater and significant degree than did those in the control condition. Similar effects occurred for those who enrolled at camp two, and those participants also revealed significantly greater gains than did those in the control group. A small subsample maintained their gains six weeks after camp one, while control children also remained stable with no change after six weeks. Discussion Children's perceived motor competence can be improved through accessible sports camps. This finding is important, since this measure powerfully associates with physical activity. Implications for practitioners Physical education teachers can model camp conditions to benefit perceived motor competence throughout the academic year.

Children's Self-Perceived and Actual Motor Competence in Relation to Their Peers.

Motor skill competence enables children to move with efficiency and confidence in a variety of physically challenging situations. A child who lacks motor skill competence may be less inclined to take part in physical activities in which his or her peers excel. In this regard, the development of motor competence and children’s perception of their motor abilities may play an important role in ensuring sufficiently physically active adults. To better understand the role of motor competence in children’s participation in physical activity, this study examined children’s perception of their motor competence in comparison to others with their actual motor competence. Data were collected from 1031 children in grades 3, 4, 5, and 6 and between the ages of 8 to 12 years from elementary and junior schools. Using the Canadian Assessment of Physical Literacy (CAPL) protocols, physical competence and perceived physical competence were obtained from the Canadian Agility and Movement Skill Assessment and the CAPL questionnaire, respectively. Results from this study support previous research as children’s ability to accurately perceive their motor competence increased with age/grade. Still, over half of the participants in this study were not able to accurately perceive their motor competence. In addition, as grade increased from 3 to 6, children over-estimated their abilities less and underestimated their abilities more. This lack of ability to accurately estimate their abilities may be impacting children’s level of physical activity and should be addressed when promoting physical activity.

The longitudinal relationship between motor competence and measures of fatness and fitness from childhood into adolescence

ObjectivesTo examine longitudinal (seven years) relationships among cardiorespiratory fitness (VO2peak), body fatness, and motor competence. MethodData were collected as part of the Copenhagen School Child Intervention Study (CoSCIS). Body fatness was assessed by the sum of four skinfolds. VO2peak was measured directly in a continuous running protocol. Motor competence was assessed using the Körperkoordinationtest für Kinder. This study used multilevel linear mixed models to evaluate the reciprocal longitudinal association between body fatness, VO2peak, and motor competence. All regressions were stratified by sex and adjusted by intervention and pubertal status. All variable coefficients were standardized. ResultsA reciprocal relationship was observed between children's motor competence with body fatness and VO2peak at the seven-year follow-up (6–13 years of age). Children with higher motor competence at baseline had a lower risk of having higher body fatness (βboys=−0.45, 95% CI: −0.52 to −0.38; βgirls=−0.35, 95% CI: −0.42 to −0.28) and higher VO2peak (βboys=0.34, 95% CI: 0.27–0.40; βgirls=0.27, 95% CI: 0.20–0.33) during childhood. Alternatively, higher body fatness or lower levels of VO2peak at baseline were associated with lower motor competence during childhood. ConclusionsThese data suggest motor competence, body fatness, and VO2peak demonstrate reciprocal relationships across childhood (6–13 years of age). Interventions addressing motor competence, cardiorespiratory fitness, and body fatness in early childhood are recommended, as intervention effects are likely to be enhanced because of the mutual reciprocal associations between these three variables.

BIOLOGICAL MATURATION AND MUSCULAR STRENGTH: MEDIATION ANALYSIS IN PREPUBESCENT GIRLS

ABSTRACT Introduction: Biological maturation has been related to the level of physical activity and motor competence of children. Objectives: This study aimed to: 1) analyze the association between biological maturation and performance in muscular strength tests and 2) examine whether the relationship between maturation and performance in physical tests is mediated by anthropometric variables. Method: The sample was composed of 71 eight-year-old Brazilian girls. Anthropometry considered stature, body mass, waist circumference, estimated fat mass and fat-free mass. Biological maturation was assessed based on the percentage of predicted adult stature. The physical tests consisted of 2-kg medicine ball throw, handgrip strength, sit-ups and standing long jump. Pearson’s correlation test was conducted between the study variables and the last stage consisted of a causal mediation analysis. Results: Biological maturation was significantly associated with the 2-kg medicine ball throw (r=0.52) and handgrip strength (r=0.42) tests. In the 2-kg medicine ball throw, the relationship with maturation was mediated by body mass (total mediation, Sobel’s Test = 2.214, p&lt;0.05) and by estimated lean mass (total mediation; Sobel’s Test = 3.146, p&lt;0.001). In the handgrip strength test, body mass was the only mediating variable (total mediation; Sobel’s Test = 2.251, p&lt;0.05). Conclusions: Advanced maturational status appears to contribute to the performance of prepubescent girls in muscular strength tests in which there is no translocation of total or partial body mass. It is recommended that studies be conducted in other age groups. Level of Evidence III; Study of nonconsecutive patients; without consistently applied reference ‘‘gold’’ standard.

Actual vs. Perceived Motor Competence in Children (8–10 Years): An Issue of Non-Veridicality

The purpose of this study was to investigate the between- and within-sex differences in actual and perceived locomotor and object control skills in children (8–10 year). All participants (58 children (29 boys; 9.5 ± 0.6 years; 1.44 ± 0.09 m; 39.6 ± 9.5 kg; body mass index; 18.8 ± 3.1 kg·m2)) completed the Test of Gross Motor Development (2nd edition) and the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Between- and within-sex differences were assessed using independent and paired samples t-tests, respectively. For all tests, effect sizes and Bayes factors were calculated. There were significant differences (p &lt; 0.001) between sexes for perceived locomotor and perceived object control skills (boys &gt; girls), with Bayes factors extremely in favour of the alternate hypothesis (BF: 55,344 and 460, respectively). A significant difference (p &lt; 0.001) was found between girls’ actual and perceived locomotor skills (d = −0.88; 95% confidence interval: −0.46 to −1.34), with Bayes factors extremely in favour of the alternate hypothesis (BF: 483). A significant difference (p &lt; 0.001) was found between boys’ actual and perceived object control skills (d = 0.69; 95% CI: 0.2 to 1.12), with Bayes factors very strongly in favour of the alternate hypothesis (BF: 41). These findings suggest that there exists an issue of non-veridicality between actual and perceived motor competence skills, and their subsets, and a sex-mediated discord in children (8–10 years).

Erratum: Robinson, L.E., et al. Development of a Digital-Based Instrument to Assess Perceived Motor Competence in Children: Face Validity, Test⁻Retest Reliability, and Internal Consistency. Sports 2017, 5, 48.

The editorial team of the journal Sports would like to make the following corrections to the published paper [...].

Perceived Motor Competence in Childhood: Comparative Study Among Countries

Perceived motor competence (PMC) is a psychological construct that may be influenced by various environmental factors. This study aimed to analyze differences in PMC of children from four diverse countries. The sample was comprised of 231 Brazilian, 129 Australian, 140 Portuguese, and 114 American children, aged 5–8 years. The PMC was assessed using the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Differences in PMC among countries were verified using Kruskal-Wallis tests, separately by age and gender. For girls (from the age of six), differences were found in the leap, slide, hit, and catch, as well as the sum of object control skills and total score. For boys, differences were found among countries in the gallop, jump, slide, hit, catch, and roll, as well as the sum of locomotor and object control skills, and the total skill score. Overall, American children seem to perceive themselves more competent compared to children from other countries. Leisure and sport activities in each country may influence the construction of PMC.

The Utility of the Supine-to-Stand Test as a Measure of Functional Motor Competence in Children Aged 5⁻9 Years.

This study examined how supine-to-stand (STS) performance is related to process and product assessment of motor competence (MC) in children. Ninety-one children aged 5–9 years were assessed for process and product MC (10 m running speed and standing long jump) as well as process and product measures of STS. Tertiles were created for STS process and STS product scores to create 3 groups reflecting low, medium, and high STS competency. ANCOVA analysis, controlling for age, for process STS, indicated that process MC was significantly higher in children, classified as medium STS (p = 0.048) and high STS (p = 0.011) competence, and that 10 m run speed was slower for low STS compared to medium (p = 0.019) and high STS (p = 0.004). For product STS tertiles, process MC was significantly higher for children in the lowest (fastest) STS tertile compared to those in the medium highest (slowest) tertile (p = 0.01).

Who can best report on children's motor competence: Parents, teachers, or the children themselves?

ObjectiveA positive perception of motor competence (MC) is important for children's health trajectory. It is purported that young children's perception is not well aligned with their actual ability. Alternative sources of perceptions are postulated from children's social context such as their parents or teachers. This study aims to analyse the associations among children's, parents' and Physical Education (PE) teachers' perception of children's MC and the children's actual MC, and whether these sources of information can report on children's actual MC. Design and methodA convenience sample of 139 typically developed children (48.2% girls) from six schools participated in this cross-sectional study. Actual and perceived MC was assessed by using the Test of Gross Motor Development and the Perceived Movement Skill Competence scale, respectively. Spearman's rho correlation and multilevel mixed-effects linear regression models were conducted. ResultsWeak, weak-moderate and moderate positive associations were found between children's, parents' and PE teachers' reports and children's MC (p < 0.05), respectively. Children presented limited capability in explaining their actual MC. Parents' and PE teachers' proxy reports on children’ MC were predictors of children's MC, with PE teachers best able to report on children's MC. ConclusionTaking into account the resources needed to objectively assess children's actual MC, this study offers alternative sources of information for educators, researchers and/or therapists to assist in reporting children's actual MC.