Development Of Fundamental Movement Skills Research Articles

Enhancing Cognitive Understanding to Improve Fundamental Movement Skills

The development of fundamental movement skills in physical education is an important contributor toward children's' lifetime interest and participation in physical activity. Physical education teachers and their curricula follow national and state standards to provide learning experiences and instruction that support the acquisition of skills. Traditionally, elementary and middle school students acquire psychomotor skills, but they rarely engage in cognitive learning related to learning those skills. The tactical games approach is used by teachers to promote tactical understanding and problem solving in sports, usually at upper grade levels. This article describes how teachers can use aspects of the tactical games approach when teaching fundamental movement skills. Instead of understanding tactics in sport, students can understand the importance of the many different elements of fundamental movement skills.

Creating a Champion: Identifying Components That Assist Skill Development in Young Speed Skaters

As effective athletic development is based upon the principle of the development of fundamental movement skills before specific sport skills, we wanted to determine if fundamental movement skills learned in other sports, as well as age and technical levels within the sport contributed to the success of developing speed skaters. Analysis of young male and female skaters determined that increases in technical and speed levels were characterized for females by previous experience in skating or participating in other sports and attendance. Increases in technical levels and speed for males were characterized by age, participating in other sports and attendance. By identifying and quantifying previous experience levels with development of sport-specific technical skill sets, a link to long term athletic development programs already initiated for speed skating in Canada is possible.

Fundamental movement skills and physical activity among children with and without cerebral palsy

Fundamental movement skills (FMS) proficiency is believed to influence children's physical activity (PA), with those more proficient tending to be more active. Children with cerebral palsy (CP), who represent the largest diagnostic group treated in pediatric rehabilitation, have been found to be less active than typically developing children. This study examined the association of FMS proficiency with PA in a group of children with CP, and compared the data with a group of typically developing children. Five FMS (run, jump, kick, throw, catch) were tested using process- and product-oriented measures, and accelerometers were used to monitor PA over a 7-day period. The results showed that children with CP spent less time in moderate to vigorous physical activity (MVPA), but more time in sedentary behavior than typically developing children. FMS proficiency was negatively associated with sedentary time and positively associated with time spent in MVPA in both groups of children. Process-oriented FMS measures (movement patterns) were found to have a stronger influence on PA in children with CP than in typically developing children. The findings provide evidence that FMS proficiency facilitates activity accrual among children with CP, suggesting that rehabilitation and physical education programs that support FMS development may contribute to PA-related health benefits.

Promoting Fundamental Movement Skill Development and Physical Activity in Early Childhood Settings: A Cluster Randomized Controlled Trial

Promoting Fundamental Movement Skill Development and Physical Activity in Early Childhood Settings: A Cluster Randomized Controlled Trial

Promoting Fundamental Movement Skill Development and Physical Activity in Early Childhood Settings: A Cluster Randomized Controlled Trial

The aim of this study was to assess the feasibility, acceptability and potential efficacy of a physical activity program for preschool children. A 20-week, 2-arm parallel cluster randomized controlled pilot trial was conducted. The intervention comprised structured activities for children and professional development for staff. The control group participated in usual care activities, which included designated inside and outside playtime. Primary outcomes were movement skill development and objectively measured physical activity. At follow-up, compared with children in the control group, children in the intervention group showed greater improvements in movement skill proficiency, with this improvement statically significant for overall movement skill development (adjust diff. = 2.08, 95% CI 0.76, 3.40; Cohen's d = 0.47) and significantly greater increases in objectively measured physical activity (counts per minute) during the preschool day (adjust diff. = 110.5, 95% CI 33.6, 187.3; Cohen's d = 0.46). This study demonstrates that a physical activity program implemented by staff within a preschool setting is feasible, acceptable and potentially efficacious.

Getting the fundamentals of movement: a meta‐analysis of the effectiveness of motor skill interventions in children

The development of fundamental movement skills (FMS) is associated with positive health-related outcomes. Children do not develop FMS naturally through maturational processes. These skills need to be learned, practised and reinforced. The objective was to determine the effectiveness of motor skill interventions in children. The following databases were searched for relevant articles: Academic Search Premier, PsycArticles, PsycInfo, SportDiscus and ERIC. No date range was specified and each search was conducted to include all possible years of publication specific to each database. Key terms for the search included motor, skill, movement, intervention, programme or children. Searches were conducted using single and combined terms. Pertinent journals and article reference lists were also manually searched. (1) implementation of any type of motor skill intervention; (2) pre- and post-qualitative assessment of FMS; and (3) availability of means and standard deviations of motor performance. A significant positive effect of motor skill interventions on the improvement of FMS in children was found (d= 0.39, P < 0.001). Results indicate that object control (d= 0.41, P < 0.001) and locomotor skills (d= 0.45, P < 0.001) improved similarly from pre- to post-intervention. The overall effect size for control groups (i.e. free play) was not significant (d= 0.06, P= 0.33). A Pearson correlation indicated a non-significant (P= 0.296), negative correlation (r=-0.18) between effect size of pre- to post-improvement of FMS and the duration of the intervention (in minutes). Motor skill interventions are effective in improving FMS in children. Early childhood education centres should implement 'planned' movement programmes as a strategy to promote motor skill development in children.

Fundamental movement skill performance of preschool children in relation to family context

Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.

Physical activity policies and practices of childcare centres in Australia

The aim of this study was to describe the physical activity-related policies and practices of childcare services; and to determine if service size, socioeconomic or remoteness characteristics predict such policies and practices. Authorized supervisors of 216 licensed pre-schools and long day care centres participated in a brief telephone survey. Few services had a written physical activity policy, programmed time each day for fundamental movement skill development, or had staff trained in physical activity. Twenty-eight percent of pre-schools and 30% of long day care centres provided daily opportunities for children 3-5 years to participate in sedentary screen activities. Rural pre-schools and long day care centres were more likely to program time for fundamental movement skills development, as were pre-schools from higher socioeconomic areas. There is substantial scope for childcare services to modify their policies and practices to be more supportive of child physical activity.

Fundamental Movement Skills in Children and Adolescents

The mastery of fundamental movement skills (FMS) has been purported as contributing to children's physical, cognitive and social development and is thought to provide the foundation for an active lifestyle. Commonly developed in childhood and subsequently refined into context- and sport-specific skills, they include locomotor (e.g. running and hopping), manipulative or object control (e.g. catching and throwing) and stability (e.g. balancing and twisting) skills. The rationale for promoting the development of FMS in childhood relies on the existence of evidence on the current or future benefits associated with the acquisition of FMS proficiency. The objective of this systematic review was to examine the relationship between FMS competency and potential health benefits in children and adolescents. Benefits were defined in terms of psychological, physiological and behavioural outcomes that can impact public health. A systematic search of six electronic databases (EMBASE, OVID MEDLINE, PsycINFO, PubMed, Scopus and SportDiscus®) was conducted on 22 June 2009. Included studies were cross-sectional, longitudinal or experimental studies involving healthy children or adolescents (aged 3-18 years) that quantitatively analysed the relationship between FMS competency and potential benefits. The search identified 21 articles examining the relationship between FMS competency and eight potential benefits (i.e. global self-concept, perceived physical competence, cardio-respiratory fitness [CRF], muscular fitness, weight status, flexibility, physical activity and reduced sedentary behaviour). We found strong evidence for a positive association between FMS competency and physical activity in children and adolescents. There was also a positive relationship between FMS competency and CRF and an inverse association between FMS competency and weight status. Due to an inadequate number of studies, the relationship between FMS competency and the remaining benefits was classified as uncertain. More longitudinal and intervention research examining the relationship between FMS competency and potential psychological, physiological and behavioural outcomes in children and adolescents is recommended.

Fundamental Movement Skills Among Filipino Children With Down Syndrome

Impairments among individuals with Down syndrome (DS) include low muscle tone, decreased strength, poor postural control, and balance. Congenital heart defects and obesity are also common. In order to keep fit and prevent further complications, participation in physical activities is encouraged. Fundamental movement skills (FMS) are necessary in sports and physical activity participation. There is a research gap in the area of FMS development among children with DS, particularly for Asian populations. This study aimed to describe FMS among a sample of Filipino children with DS. A descriptive observational study was conducted using a standardized protocol and criterion-referenced assessment procedure. The following variables were investigated: overhand throwing, catching, standing long jump, kicking, and running. Each variable was analyzed in terms of body components. The participants were grouped into three age groups: 3–5, 6–8, and 9–12 years old. Data were analyzed using Kruskal-Wallis to test significant differences in the skills ratings of the age groups, with alpha level set at 0.05. The results showed significant differences in the skill components except leg-foot preparation and leg-foot action in kicking, arm preparation in catching, arm action in kicking, and arm preparation in standing long jump. The observed components that did not appear to have significant changes were related to balance and coordination deficits, as well as weakness of the trunk and legs. This may imply that physiotherapists need to address impairments in children with DS, focusing on coordination and balance problems as well as strengthening of trunk and legs.

Fundamental movement skills among Australian preschool children

Early childhood is a critical period for the development of fundamental movement skills (FMS). Children who do not master FMS are more likely to experience failure in the motor domain and less likely to participate in sport and games during childhood and adolescence. Studies among primary school aged children report low levels of FMS mastery indicating the need to implement FMS programs during the preschool years. Cross-sectional study of 425 children attending preschools in the Sydney, Australia in 2008. FMS were assessed using the Test of Gross Motor Development-2 including locomotor (run, gallop, hop, horizontal jump) and object control (strike, catch, kick overhand throw) skills. Data were analysed using linear regression and chi-squared analyses. Total locomotor score was higher among girls compared with boys ( p < 0.00); however only the hop was significantly different ( p = 0.01). Boys had higher total ( p < 0.00) and individual object control scores compared with girls, except the catch ( p = 0.6). The prevalence of mastery differed across each FMS. Girls generally had higher mastery of locomotor skills and boys had higher mastery of object control skills. These findings highlight the need to provide structured opportunities which facilitate children's acquisition of FMS, which may include providing gender separated games, equipment and spaces. That mastery of FMS is low in primary school children indicates the importance of early intervention programs in preschools. Preschools and child care centers hold promise as a key setting for implementing FMS programs.

Barriers to implementing a structured Fundamental Movement Skills program in long day care centres: a process evaluation

Early childhood presents an opportunity to encourage development of Fundamental Movement Skills (FMS). Implementation of a structured program in the Long Day Care (LDC) setting presents challenges. Implementation of a structured FMS program FunMoves was assessed in LDC in metropolitan New South Wales. LDC staff attended a training session conducted by trained Health Promotion Officers (HPOs) and completed an evaluation. During implementation HPOs completed lesson observations. De-identified attendance data was collected and director and staff feedback on the program including barriers to implementation was obtained via questionnaire. Qualitative information relevant to process evaluation was obtained via open questions on questionnaires, and a de-brief diary recording feedback from directors and staff. Knowledge of FMS and FunMoves and staff confidence to deliver the program were high after training. On average, staff stated they ran lessons more than the suggested twice weekly and the majority of children attended 1-3 lessons per week. However, lesson delivery was not as designed, and staff found FunMoves disruptive and time consuming. Six directors and the majority of staff thought that FunMoves could be improved. Structured program delivery was hampered by contextual issues including significant staff turnover and program length and structure being at odds with the setting. Implementation could be enhanced by guidelines for more flexible delivery options including less structured approaches, shorter and simpler lessons, ongoing conversations with the early childhood sector, in-centre engagement of staff and post-training support.

Short Book Review: Motor Control, Learning and Development

A. What is Motor Control? B. Classification of Skill C. Measurement in Motor Control D. Theories of Control E. Information Processing F. The Central Nervous System (Neurological Issues) G. Sensory Contributions to Control H. Theories of Motor Learning I. Stages of Motor Learning J. Memory K. Implications for Practice L. The Role and Function of Feedback M. Theories of Motor Development N. Development of Fundamental Movement Skills

Importance of the Playground for Optimal Development of Health-Related Fitness in Childhood

The purpose of the present article is to examine the role of the playground in the development of health-related fitness in childhood. A brief narrative review will be provided that focuses on contemporary trends in childhood play behaviour, as well as highlight various environmental factors that influence playground design, accessibility, and use in urban settings. Moreover, specific features of the playground will be discussed relative to the opportunities they provide for the development of fundamental movement skills, the components of health-related fitness, and the development of the sensory motor system in young children.

Questioning the role of children’s indigenous games of Africa on development of fundamental movement skills: a preliminary review

This paper interrogates the role children’s indigenous games of Africa can play in the development of fundamental movement skills relevant in modernized sports. On a daily basis, children in Africa play varieties of traditional games that vary between tribes, communities and distances. However, the efficacy of these games in the development of children’s movement education has not been fully questioned. In due consideration with the popularity of these games among African children aged from 2–8 years, the study argues that children’s indigenous games have a complementary role in the development of fundamental movement skills. Implications of these views in movement education are discussed. Dans cet article, nous tentons de mettre en relation le paradigme sur l’apprentissage cognitif par le mouvement et le rôle des jeux traditionnels (’indigènes’) sur le développement des capacités motrices spécifiques, chez les enfants d’Afrique. Les enfants africains jouent quotidiennement à un grand nombre de jeux traditionnels qui varient selon les tribus, les communautés et les distances. Cette étude avance l’idée du transfert possible des expérience motrices des enfants ayant participé à une diversité de jeux ‘indigènes’ dans l’acquisition de compétences motrices spécifiques en sport. D’autres activités physiques et ludiques influent sur les compétences motrices des enfants, mais les jeux ‘indigènes’ jouent un rôle complémentaire sur le développement de certaines de ces compétences. Les implications de ces conceptions sont discutées en considérant l’importance de créer des occasions pour mêler théorie et pratique dans les situations d’apprentissage scolaire. In diesem Papier wird versucht, eine Verbindung herzustellen zwischen dem Paradigma von Bewegungslernen und kognitivem Lernen und der Rolle von Eingeborenen‐Spielen bei der Entwicklung von spezifischen Bewegungsfertigkeiten bei Kindern in Afrika. Im Alltag spielen afrikanische Kinder viele traditionelle Kinderspiele, die sich zwischen Stämmen, Gemeinschaften und über größere Entfernungen hinweg unterscheiden. Es wird in dieser Studie angenommen, dass die kindlichen Bewegungserfahrungen, die sie über die Beteiligung an verschiedenen Eingeborenen‐Spielen machen, übertragen werden können beim Lernen spezifischer Bewegungsfertigkeiten für Sport und Spiele. Außer den Einflüssen anderer körperlicher Aktivitäten und Spielen auf die Bewegungskompetenzen von Kindern, haben Eingeborenen‐Spiele eine ergänzende Rolle bei einigen dieser Bewegungsfertigkeiten. Implikationen dieser Sichtweise werden diskutiert in Hinsicht auf die Bedeutung des Schaffens von Gelegenheiten dafür, Theorie und Praxis in den schulischen Lernumgebungen in Beziehung zueinander zu setzen. Este papel interroga al papel de los juegos indígenas de los niños de África puede jugar en el desarrollo de las habilidades fundamentales del movimiento relevantes en deportes modernizados. Sobre una base diaria, los niños en África juegan variedades de juegos tradicionales que varíen entre las tribus, las comunidades y las distancias. Sin embargo, la eficacia de estos juegos en el desarrollo de la educación del movimiento de los niños no se ha preguntado completamente. En la consideración debida con el renombre de estos juegos entre niños africanos 2‐8 años, el estudio discuten que los juegos indígenas de los niños tengan un papel complementario en el desarrollo de las habilidades fundamentales del movimiento. Las implicaciones de estas opiniónes en la educación del movimiento se discuten.

CURRICULUM ENRICHMENT WITH SELF-TESTING ACTIVITIES IN DEVELOPMENT OF FUNDAMENTAL MOVEMENT SKILLS OF FIRST-GRADE CHILDREN IN GREECE

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.