Development Of Movement Skills Research Articles

Reliability of the Test of Gross Motor Development Third Edition Among Children with Developmental Coordination Disorder

Aim The Test of Gross Motor Development Third Edition (TGMD-3) is used to assess the development of fundamental movement skills in children from 3 to 10 years old. This study aimed to evaluate the intra-rater, inter-rater, and test-retest reliability and to determine the minimal detectable change (MDC) value of the TGMD-3 in children with developmental coordination disorder (DCD). Methods The TGMD-3 was administered to 20 children with DCD. The child’s fundamental movement skills were recorded using a digital video camera. Reliability was assessed at two occasions by three raters using the generalizability theory. Results The TGMD-3 demonstrates good inter-rater reliability for the locomotor skills subscale, the ball skills subscale, and the total score (φ = 0.77 − 0.91), while the intra-rater reliability was even higher (φ = 0.94 − 0.97). Test-retest reliability was also shown to be good (φ = 0.79-0.93). The MDC95 was determined to be 10 points. Conclusion This study provides evidence that the TGMD-3 is a reliable test when used to evaluate fundamental movement skills in children with DCD and suggests that an increase of 10 points represents a significant change in the motor function of a child with DCD.

Impact of a fundamental movement skills program on educator practice in early learning centres

IntroductionEarly development of fundamental movement skills (FMS) has various health, social, emotional, cognitive, and physical benefits. However, reports indicate children’s motor skill proficiencies are diminishing. Therefore, the early childhood years and early childhood educators are vital for providing opportunities for FMS development, which may enable children to acquire a lifelong positive relationship with physical activity (PA).MethodsEducators at early learning centres (ELC) in a regional city were invited to participate in semi-structured interviews and complete a FMS diary. Following the initial data collection, a university student-led FMS focused PA program was delivered. After the completion of the program, educators were invited to participate in a follow-up interview and to complete another FMS diary. The interviews were thematically analysed and the FMS diaries were descriptively reported.ResultsFrom pre-program interviews, three themes were identified including “educator training and recall”, “environmental moderators”, and “expanding knowledge”. Educators indicated they had some formal training regarding physical education, but their knowledge was limited or difficult to recall. Educators suggested increasing their knowledge would be a valuable future enabler to advance FMS outcomes. After the completion of the program, interviews with the educators identified “program impact on practices” as another surfacing theme and is indicative the program elicited reflection of educators about their practices.ConclusionA university student-led FMS focused program provoked reflective practices of educators about FMS proficiency and programming. Educators identified challenges, enablers, and opportunities for facilitating FMS activities at ELC.

Improved motor skills in autistic children after three weeks of neurologic music therapy via telehealth: a pilot study.

Many autistic children experience motor skill deficits which can impact other areas of functioning, and research on therapeutic interventions for motor skills in autism is in a preliminary stage. Music-based therapies have been used extensively to address motor skills in non-autistic populations. Though a handful of studies exist on the effects of music-based therapies for movement in autistic children, none have investigated the possibility of administering sessions via telehealth. This mixed-methods pilot study investigated whether nine Neurologic Music Therapy (NMT)® sessions via telehealth would improve motor and attention skills in autistic children. Five autistic children between five and 10 years of age participated in the study, with support from their caregivers. Motor skills were assessed using the Bruininks-Oseretsky Test of Motor Proficiency second edition, short form (BOT-2 SF), and a selective attention and sustained attention task were taken from the Test of Everyday Attention for Children, Second Edition (TEA-Ch2). Caregivers and the two neurologic music therapists involved in the study provided qualitative input about the perceived effectiveness of telehealth NMT for the children involved. Their responses were analyzed using qualitative content analysis. Caregivers also filled out a Sensory Profile 2 assessment prior to the onset of sessions so that each child's sensory profile could be compared to their motor and attention results. Statistically significant improvements in motor skills were observed between pre-test assessment and a two-week follow-up assessment. Results from attention test scores were not significant. Caregivers and neurologic music therapists generally perceived sessions positively and noted the importance of having caregivers actively involved. When compared with individual progress on the BOT-2 SF assessment, sensory profile results revealed that children with fewer sensory sensitivities tended to improve the most on motor skills. The improvements in motor skills and positive caregiver and therapist views of telehealth indicate that NMT motor interventions administered via telehealth are a promising avenue of therapeutic support for movement skill development in autistic children.

Physical Education Instruction for Students at Tan Trao University: Current Situation and Proposed Solutions

The provision of comprehensive and engaging physical education (PE) programming is a critical pillar of the holistic educational experience at institutions of higher learning. At Tan Trao University, however, the current state of PE instruction for students raises significant concerns that warrant immediate attention and targeted intervention. This abstract outlines the compelling rationale for revitalizing the PE curriculum, pedagogical approaches, and supporting infrastructure at Tan Trao University to cultivate a physically active and health-conscious student population. An in-depth examination of the existing PE offerings at Tan Trao University reveals deep-rooted systemic deficiencies. The limited diversity of physical activity options fails to cater to the varied interests and physiological needs of the diverse student body. The overreliance on traditional team sports and generic fitness training neglects the incorporation of alternative movement disciplines that could spark genuine passion and adherence to lifelong physical activity participation. Furthermore, the predominance of outdated, didactic instructional methods stifles student engagement and the development of crucial movement skills. Compounding these curricular and pedagogical shortcomings are the glaring inadequacies in PE-dedicated facilities and equipment. Outdated, under-resourced, and overcrowded training spaces severely constrain the ability of instructors to deliver innovative, dynamic, and personalized learning experiences. This logistical challenge compromises students' access to the optimal conditions required for effective skill acquisition, fitness enhancement, and the instillation of intrinsic motivation toward lifelong physical activity. To address these multifaceted deficiencies, a comprehensive reform of the PE program at Tan Trao University is imperative. A diversified curriculum that incorporates a wide array of physical activities, from individual and dual sports to fitness modalities and movement-based creative arts, will empower students to discover and cultivate their unique interests and movement competencies. Complementing this curricular enhancement must be a concerted effort to upskill PE faculty in student-centered instructional approaches, leveraging pedagogical techniques that foster active engagement, critical thinking, and intrinsic motivation. Underpinning these curricular and instructional improvements must be a substantial investment in modern, well-equipped PE facilities and resources. Upgrading the training spaces and equipment will not only elevate the quality of PE instruction but also inspire greater student participation and adherence to physical activity. By strategically addressing these interconnected areas of concern, Tan Trao University can transform its PE program into a vibrant, inclusive, and empowering platform that catalyzes the holistic development and well-being of its student community. The optimization of physical education at Tan Trao University is a moral imperative with far-reaching implications. Equipping students with the knowledge, skills, and intrinsic motivation to maintain a physically active lifestyle will yield cascading benefits, from enhanced physical and mental health to improved academic performance and the cultivation of essential life skills. By prioritizing the revitalization of PE, Tan Trao University can position itself as a beacon of excellence in holistic education, empowering graduates to lead fulfilling, healthy, and productive lives. The time for action is now, as the university community rallies to reshape the PE landscape and secure a brighter future for its students.

Effect of a physical education program in early childhood education on the performance of fundamental movement skills based on teaching styles: divergent discovery and practical

Background and Study Aim. Various proposals suggest that Physical Education classes (PE) should prioritize the development of fundamental movement skills (FMS), particularly in preschool children. Despite the crucial nature of mastering FMS, there is a paucity of evidence regarding the impact of PE classes on FMS development. The primary objective of this study is to investigate the effect of a physical education program on the performance of preschool students with varying levels of development in fundamental movement skills, employing divergent discovery and practical teaching styles. Material and Methods. Seventy-seven children (35 boys), aged between 4.5 and 6 years were divided into three groups: Control Group (CG) with 25 participants, Divergent Discovery Group (DDG) with 24 participants, and Practice Group (PG) with 28 participants. The intervention program spanned six months, with two 50-minute classes per week for the experimental groups. Conversely, the control group participated in the Classroom Program proposal. All three groups underwent the TGMD-3 motor test. Performance measurement involved the sum of the raw score in the locomotor and object control classes. Results. The findings revealed that the Control Group, Divergent Discovery Group, and Practice Group exhibited improved FMS performance from pre to post. Concerning intergroup differences, no significant disparities were observed in the pre-test. However, post-intervention results indicated that both the Divergent Discovery Group and Practice Group demonstrated superior FMS performance compared to the Control Group. Conclusions. Physical Education classes for Early Childhood Education play a crucial role in fostering significant effects on children's motor development when offered in an appropriate context and through a systematically structured intervention.

The effect of a home-based, gamified stability skills intervention on 4-5-year-old children’s physical and cognitive outcomes: A pilot study

BackgroundStability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood. AimTo pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children’s physical skills, self-perceptions and cognitions. MethodsOne-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities. ResultsA series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p < 0.001, partial η2 = 0.212), fundamental movement skills (F(1,94) = 15.5, p = < 0.001, partial η2 = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial η2 = 0.054) and cognition (F(1,96) = 15.5, p = < 0.001, partial η2 = 0.139) at post-test for the intervention versus control groups. DiscussionThis study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old.

A comparative study on fundamental movement skills among children with autism spectrum disorder and typically developing children aged 7-10.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition with unique differences in social interaction, communication, and a spectrum of behavioral characteristics. In the past, motor disturbance in individuals with ASD has not been considered a significant core deficit due to the predominant focus on sociability and communication issues. However, recent studies indicate that motor deficits are indeed associated with the fundamental symptoms of ASD. As there is limited research on the motor behavior of children with ASD, particularly in China, the objective of this study is to investigate the development of fundamental movement skills (FMS) in children with ASD and compare them to typically developing children. The study recruited 108 children with ASD (87 boys, 21 girls) aged 7-10 years from two special education rehabilitation centers in Wuhan, China. For comparison, a control group of 108 typically developing children, matched by age and gender, was randomly selected from three local primary schools. FMS were assessed using the Movement Assessment Battery for Children - Second Edition (MABC-2), which evaluates manual dexterity, aiming and catching, as well as static and dynamic balance. Group differences on MABC-2 percentile scores were analyzed using descriptive statistics and Mann-Whitney U test. Effect sizes were also calculated for practical significance. Findings from the study showed that a significant majority, around 80%, of children with ASD either displayed motor challenges or were at risk of developing such delays. When comparing to their typically developing peers, children with ASD scored notably lower in areas of manual dexterity, ball skills, and both static and dynamic balance (with all these findings being statistically significant at p < 0.001). Interestingly, gender did not show a significant influence on these results (p > 0.05). In addition to addressing the other skill development areas outlined in the diagnostic manual for ASD, clinicians diagnosing and treating children with ASD should also assess the presence of motor skill development. For individuals with ASD who have co-existing motor difficulties, it is essential to offer evidence-based interventions tailored to their specific needs.

Do Bernstein's Stages of Learning Apply after Stroke? A Scoping Review on the Development of Whole-Body Coordination after Cerebrovascular Accidents.

Stroke is one of the leading causes of disability around the world, presenting unique challenges in motor development during the rehabilitation process. Based on studies in movement and sports science, thorough knowledge has accumulated on the development of movement skills. Through the works of Nikolai Bernstein, it has been established that when learning new skills, people tend to first simplify coordination by 'freezing' their degrees of freedom, after which they start building efficiency by 'releasing' specific degrees of freedom. If a similar pattern of development can be established post-stroke, it would imply that lessons learned in sports skill acquisition can also be implemented to optimize stroke rehabilitation. The current scoping review aims to assess whether the Bernsteinian freezing-to-releasing stages of learning also apply to developing whole-body movement skills after stroke. To this end, we systematically screened the existing literature for studies involving a longitudinal measure of whole-body coordination after a stroke. Only five articles met the criteria for inclusion, indicating a gap in research on this topic. Based on the observations within these articles, we could neither confirm nor reject whether the freezing-to-releasing process can apply after a stroke. We could, however, hypothesize a detailed description of the freezing-to-releasing process, which can be assessed in future works.

Development of Body Movement Skills Using Illustrative Music as a Stimulus in Dance Learning

This research explores the use of illustrative music as a stimulus for skill development in the field of body movement within the Dance Education program at Padang State University (UNP). Illustrative music aids in motivation, rhythm regulation, concentration, emotional expression, memory, creativity, body mobility, and flexibility in the dance body movement courses. The research employs a qualitative methodology involving interviews, observations, and document analysis to investigate the impact of illustrative music. The findings of the study indicate that the use of illustrative music, such as Minangkabau ethnic music and classical music, during dance body movement exercises provides a positive boost to skill development, emotional expression, and movement comprehension within the art of dance. Through this approach, the Dance Education program at UNP creates a deep, holistic learning environment for body movement in the art of dance.

Improving The Gross Motor Skills Of Mentally Retarded Children Through Rhythmic Brain Gym Activities

This study aims to identify and describe the influence of Brain Gym or brain exercises to increase gross motor skills and fine motor mental reterdation category were aged 4 years to 6 years. In this study, the sample were students in kindergarten SLB Muhammadiyah Jombang. This study was conducted in 10 meetings for each child. Each child will be given the treatment in the form of brain exercise, starting from the lateral dimension, focusing dimension and the dimension of convergence. Tests performed every time the student has finished the movement brain gymnastics. This is done so that the results of tests that are obtained more accurately. Mental reterdation characteristics that have limitations in considering would negatively affect the test results. Tests for gross motor movement and fine motor movement using DDST test format. DDST contains procedures for conducting tests and evaluation of test results. For the tests of gross motor movement and fine motor movement there are three assessment criteria, namely failed, refused and passed. At the beginning of the meeting five tests carried out many items in the category of students failed and refused. This is caused by the adaptation of students in recognizing the new environment and the movement of brain exercises that they have never done before. At the end of the five meetings that the number of test items in the category refuse and fail to decline, it is because the students have started to adapt and understand instructions, instructions were given to them. Overall improvement of the results of tests on five initial meeting and five final meeting for categories of pass is 33.8%. Based on this research exercise influence Brain Gym on the development of gross motor movement and fine motor skills of children with intellectual challenges, it can be argued conclusions in this study are: Gymnastics Therapy Brain (Brain Gym) have an influence on the development of gross motor movement and fine motor movement for mental reterdation midle category were aged 4 years to 6 years.

The Relationship Between Motivation to Move and the Development of Fundamental Movement Skills Among Urban and Rural Preschool Children in Iran

Background: Many developmental theories have mentioned the motivation to move as a motor driver and used it to explain how children acquire new movement patterns. Objectives: Therefore, the aim of this study was to investigate the relationship between motivation to move and the development of fundamental movement skills (FMS) among urban and rural preschool children in Iran. Methods: The statistical population of this cross-sectional study included a sample of 4-6-year-old preschool children and their caregivers from Khorramabad urban and rural areas in Iran. A sample of 400 (202 from urban areas and 198 from rural areas) were selected using stratified random sampling. Data collection tools included the Children Movement Motivation Questionnaire (CMMQ) and Test of Gross Motor Development–Third Edition (TGMD-3). The Pearson correlation coefficient and independent t-tests at a significance level of P &lt; 0.05 were used to analyze the research data. Results: In both groups of children resident in urban and rural areas, a positive and significant relationship was observed between the CMMQ and TGMD-3. A significant difference was found between urban and rural children on scores of the CMMQ and TGMD-3, with rural children scoring higher on both. Conclusions: This work provides support for the link between motivation and motor development in children. Moreover, the child's environment also has an impact on both motivation and development. Both motivation and the child's environment should be considered when developing programs that support typical development or rehabilitation plans for children who are not developing typically.

The Impact of Swimming on Fundamental Movement Skill Development in Children (3-11 Years): A Systematic Literature Review.

Swimming is the only sport providing lifesaving skills, reducing the risk of death by drowning, a top cause of deaths in children aged 1-14 years. Research shows swimming amongst other sports can aid fundamental movement skill (FMS) development. Therefore, this review investigated the following: (1) how swimming impacts FMS development in children aged 3-11 years, (2) successful tools assessing swimming and FMS, and (3) recommendations appropriate to the UK curriculum based on findings of this study. A systematic literature review using Google Scholar, PubMed, and SPORTDiscuss was conducted to investigate the effects of swimming on FMS development. Methods included database searching, finalising articles appropriate to the inclusion and exclusion criteria, and identifying relevant articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The Mixed Methods Appraisal Tool assessed data quality and bias risk, whilst thematic analysis synthesised data alongside descriptive results. Ten papers were synthesised, identifying significant positive impacts of swimming on FMS, including significant pre-post testing (p < 0.01), significant improvements compared to other sports (p < 0.001), and significant improvements in specific motor skills (Balance; p = 0.0004). Future research specifically addressing swimming and FMS is essential to improving the curriculum.

The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective.

With the rapid and widespread uptake of physical literacy (PL), there is potential for instructors to devalue participation of children who experience disability. The aim of the investigation was to understand how instructors who facilitate physical activity for children experiencing disability make sense of PL, and more specifically, how these instructors bring meaning to PL. Using interpretive phenomenological analysis, six instructors engaged in individual, semi-structured interviews. The study rationale was underpinned by the conceptual framework of ecological systems theory, which provided a foundation for the research, guided the structure of the interview guide, and facilitated a reflexive interpretation of the findings. Four themes were generated: Recognizing unique embodiments, The importance of context, Beyond physical competence, and Navigating PL's dominant discourse. The instructors' meaning of PL, impacted by relational and environmental influences, reflected the importance of movement skill development, while also embracing diverse embodiment and pedagogical flexibility by giving value to exploratory play, partial participation, family involvement, and willingness to abandon rigid lessons plans.

Pengaruh Integrasi Latihan Gerak Dasar Pendidikan Jasmani terhadap Perkembangan Motorik Siswa SD diMasa Pandemi Covid-19

Basic movement proficiency (FMS) is most successfully acquired during the early school years. This happens at the beginning and after 2.5 years of primary school physical education. The purpose of this study was to examine the effect of selected exercises on motor development in first year elementary school students in Jambi City, Indonesia. This research is semi-experimental in nature, carried out in the field and using experimental and control groups. The statistical population includes all first-year elementary school students in Jambi city (7523 students). Fifty-six of them were randomly selected (cluster stage) and then randomly divided into two groups: experiment (N=26, mean age=6.9 ± 0.55) and control (N=28, mean age). average = average = 6.9 ± 0.59). ). The experimental group was given training for eight weeks, 2 sessions per week and each session lasted 45 minutes. To measure motor development, the Test of Gross Motor Development edition 2 (TGMD-2) is used. Statistical analysis was performed using independent t-test and paired t-test. The results showed a statistically significant difference between the control and experimental groups regarding movement skills (8.637, P&lt;0.05). In fact, the integration of basic motion exercises in physical education has an impact on their motor development. By integrating basic movement exercises, it can be used as an appropriate plan to improve the development of movement skills in first-year elementary school students.

USING KINESIOTHERAPY IN THE REHABILITATION PROGRAM OF CHILDREN WITH CEREBRAL PALSY

The article presents the results of the use of decompression trainer and parter articular gymnastics exercises in rehabilitation of children with various forms of cerebral palsy (PTSD), formation and development of basic movement skills, physical fitness and endurance. The rehabilitation program for children diagnosed with PTSD was planned taking into account individual capabilities and needs. In order to increase the effectiveness of the rehabilitation program, the method of replacing training sessions was used. All treatment procedures are based on forms of play. The rehabilitation procedure is adapted to the level of personal development of the child, focusing on his strengths and needs. Passive, active and combined training methods were alternately used. Due to the introduction of the method of using the decompression trainer and parter articular gymnastics in the complex rehabilitation program, the volume of active movements and manipulative activity in patients increases, while the achieved results are preserved for a long time. KEY WORDS: children; cerebral palsy; rehabilitation; kinesiotherapy

Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7-8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children's performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.

The relative age effect on fundamental movement skills in Chinese children aged 3–5 years

BackgroundThe cut-off date in the education system causes a relative age difference, with developmental advantages for children who are born on the “early side” of the cut-off date and disadvantages for those born later, which is known as the relative age effect (RAE). Very few studies have examined whether there is a RAE on the development of fundamental movement skills (FMSs) in preschool children, and no studies have been conducted in China. The purpose of this study is to identify whether a RAE exists on FMS in Chinese preschool children, comparing RAEs according to gender and age.MethodsFrom a total of 378 invited preschool children regularly registered at one Chinese kindergarten, a total of 288 healthy and typically developing preschoolers (4.33 ± 0.84 years-old; 56.6% boys) were included in this study. All children were required to take part in anthropometry and FMS assessments. Analysis of covariance (ANCOVA) was applied to examine the difference in each of the FMS items across quarter categories, year and gender groups, controlling for body mass index (BMI).ResultsFor the overall sample, the data show the significant main effects on the quarter of birth factor in locomotor skills (LC; F (3, 265) = 2.811, p = 0.04, ηp2 = 0.031), object control skills (OB; F (3, 265) = 6.319, p = 0.04, ηp2 = 0.031), and total test score (TTS; F (3, 265) = 5.988, p = 0.001, ηp2 = 0.063). There were also significant differences in the age effect on all the domains of FMS (FLC (2, 265) = 100.654, p < 0.001, ηp2 = 0.432; FOB (2, 265) = 108.430, p < 0.001, ηp2 = 0.450; FTTS (2, 265) = 147.234, p < 0.001, ηp2 = 0.526) but a gender effect only in LC (F (1, 265) = 20.858; p < 0.001; ηp2 = 0.073). For gender and quarter of birth groups, RAEs in LC only exists in girls. Moreover, regarding age and quarter of birth factors, RAEs are only found at younger ages.ConclusionsThis study suggests the existence of RAEs in the FMS of Chinese preschool children. Teachers need to be aware of the effect of RAEs on the FMS when approaching development, evaluation, and teaching approaches in preschools.

Turning over a new leaf: PE specialism graduates’ understanding of ‘quality PE’

ABSTRACT Perceptions of quality physical education (QPE) can vary among teachers, due to the many discourses influencing physical education (PE) provision. There are concerns that the educative purposes of PE are not being fulfilled in its current state. This study aims to investigate PE specialism graduates’ (PESGs’) understanding of QPE, and how these views were shaped. Eleven semi-structured interviews were carried out with PESGs, guided by preceding survey findings and wider research on teacher socialisation. Interviewee-aided sociograms encouraged participants to reflect on prior experiences and direct interview content, engaging in ‘autobiographical self-thematisation’. Reflexive thematic analysis was used to analyse the transcribed interviews. Findings suggest that professional socialisation through the PE specialism shaped teaching-oriented views of QPE among PESGs. Engagement with sport and the PE specialism were identified as significant influences in their view of QPE. Opportunities to reflect on prior experiences during the specialism supported PESGs to overcome coaching orientations and develop teaching-oriented views of PE. PESGs believe that QPE should provide the foundations for children’s continued engagement in physical activity. These foundations include the development of fundamental movement skills through a broad and balanced curriculum. By planning enjoyable learning opportunities based on children’s needs, PESGs feel the goals of QPE can be achieved.

A Comprehensıve Revıew of the Therapeutıc Effect of Regular Exercıse in Solvıng the Problem of Beıng Overweıght in Chıldren and Adolescents

Background: This study aims to emphasize that physical activity habits to be acquired during childhood can contribute positively to prevent obesity and overweight problems by improving the development of basic movement skills and motor skill competence, with positive effects on children's motor development. Materials and Methods: In the search for scientific literature for this review, data from the US National Library of Medicine (PubMed), MEDLINE, and SportDiscus were used, and the terms “sedentary lifestyle”, “children and adolescent health”, “obesity and overweight”, “physical activity”, and were used. The relevant literature has also taken its source from the research of relevant articles from reference lists derived from data searches. Results: Especially sportive activities such as athletics, gymnastics, swimming, walking, volleyball, football, basketball, and tennis, which can be determined after basic movement training, can make significant contributions to the development of children's anatomical and physiological characteristics. For this reason, it is of great importance to raise the awareness of parents and teachers that regular physical activity can increase the chances of success in the prevention and treatment of health problems such as obesity and overweight, which are likely to be seen in childhood and adolescence. Conclusion: Obesity and being overweight, which poses a risk to the child and adolescent health has become widespread in recent years. Regular exercise for the prevention of obesity can provide a highly rational treatment in terms of its therapeutic effects, which can also prevent and treat many chronic diseases. Maintaining and improving overall health through regular physical activity for a healthy life will also lead to successful weight management.

Computer-Assisted Gamification as an Approach to Support Movement Skills Development in Children with Autism Spectrum Disorder

This article introduces the rationale behind utilizing computer-assisted gamification for the development of movement skills for children with ASD. This article also provides a brief review of several studies that have utilized computer-assisted gamification approaches in motor skill interventions, in order to show the applications and implications of the research. Lastly, applications of computer-assisted gamification are provided using some examples to show readers how this approach can support children with ASD when learning motor skills.