Fundamental Motor Skills Research Articles

A56: Mediation Analysis of Association Between Fundamental Motor Skills and Physical Activity in Elementary School Students

Purpose: This study aimed to investigate the association of fundamental motor skills (FMS), perceived motor competence (PMC), physical activity (PA) in elementary school students, as well as to examine whether PMC mediated the relationship between FMS and PA. Methods: Participants were 470 3-6th grade students (210 boys vs. 242 girls; Mean age = 10.11 years old; SD = 1.19) at five elementary schools from the province of Hunan in China. The students’ FMS were assessed with The Test of Gross Motor Development-3, PMC was assessed using the perceived athletic competence sub-scale of Harter’s Self-perception profile for children and PA were assessed using Physical Activity Questionnaire for Older Children, respectively. Data were analyzed with descriptive statistics, independent sample t test, Pearson correlation coefficients, multiple regressions, and bootstrapping method. Results: The descriptive statistics showed that the students’ PA was generally in the moderate level (M =2.78, SD = 0.75). The boys’ total FMS mean score (M =72.63, SD = 9.62), ball skills mean score (M = 39.33, SD = 6.23), PMC mean score (M =2.78, SD= 0.66), PA mean score (M = 2.97, SD = 0.75) was higher than the girls respectively. The independent sample t test showed that significant difference in the mean score of total FMS, ball skills, PMC, PA between the boys and girls (t = 3.99, p < 0.001; t = 6.20, p < 0.001; t = 5.40, p < 0.001; t = 5.42, p < 0.001) respectively. Also, the bivariate correlations coefficients showed that FMS, PMC, and PA were related to each other at p < 0.01 level. The result of simple mediation analyses showed that PMC mediate the association between FMS and PA (Indirect effect = 0.07, 95%CI = [0.03, 0.11]). Conclusion: Good FMS levels are associated with a high level of PA. The relationship between FMS and PA was fully mediated by the PMC. This study suggests that improving FMS and maintaining appropriate levels of PMC may promote PA in elementary school students.

Effects of structured and unstructured interventions on fundamental motor skills in preschool children: a meta-analysis.

It has been suggested that higher levels of fundamental motor skills (FMS) promote the physical health of preschool-aged children. The impacts of structured and unstructured interventions on FMS in children aged 10-16 years have been widely acknowledged in previous studies. However, there is a lack of relevant studies in preschool-aged children. This meta-analysis aimed to compare the effects of structured and unstructured interventions on FMS in preschool-aged children. The PubMed, Web of Science, and Google Scholar databases were searched from inception to 1 November 2023 to identify experiments describing structured and unstructured interventions for FMS in preschool-aged children. The Downs and Black Checklist was used to assess the risk of bias. A random effects model was used for the meta-analysis to evaluate the pooled effects of interventions on FMS. Subgroup analyses based on the duration and characteristics of the intervention were conducted to identify sources of heterogeneity. A total of 23 studies with 4,068 participants were included. There were 12 studies examining structured interventions, 9 studies examining unstructured interventions, and 6 studies comparing structured vs. unstructured interventions. The risk of bias in the included studies was generally low. All interventions significantly improved FMS in preschool-aged children compared to control treatments (p < 0.05). Structured interventions had more significant effects on locomotor skills (LMSs) in preschool-aged children than unstructured interventions (Hedges' g = 0.44, p = 0.04). The effects of structured interventions were strongly influenced by the total intervention duration, such that long-term interventions were more effective (Hedge's g = 1.29, p < 0.001). Structured interventions play a crucial role in enhancing FMS among young children, especially when considering LMSs. These interventions require consistent and repeated practice over time to reach proficiency. PROSPERO, identifier number CRD42023475088, https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023475088.

Registered report protocol for an e: Health motor skills and physical activity intervention in early childhood education centers- e: Motor skills At Playtime (MAP).

Children have alarmingly low levels of competency in fundamental motor skills (FMS) and high levels of physical inactivity. e:health interventions, interventions delivered electronically, are useful tools for intervention in the home through parents, but less is known about the effects of these interventions in early childhood education centers or settings. Therefore, we created the Motor skills At Playtime (MAP) e:health intervention (e:MAP) to be delivered in an early childhood education setting. The goals of this pilot study on e:MAP are to (1) determine the intervention effects on children's FMS and physical activity and (2) explore the teachers' perceptions and ability to facilitate e:MAP. This pilot study uses a pretest/posttest randomized cluster control design. We will recruit at least 64 children (3.5-5 years of age) enrolled in a single early childhood education center. Children will be randomly assigned at the level of the classroom to an e:MAP group (n~30) or a control group (n~30). Children in classrooms assigned to e:MAP will complete an 8-week intervention. We will collect measures of child FMS and physical activity, and teacher's perceptions of the program before (pretest) and after the intervention (posttest). FMS measures include process (Test of Gross Motor Development-3rd Edition) and product-oriented scores. Physical activity will be assessed using a 7-day accelerometer wear protocol. Teachers' perceptions will be assessed through a brief survey. Lastly, we will collect data on teachers' ability to facilitate e:MAP through a daily survey. This study will yield novel insights into the effectiveness and feasibility of a health intervention in an early childhood education setting. Results from this work will expand our knowledge of how to harness e:health modalities, which have the potential to significantly expand the distribution and scalability of FMS interventions.

Associations Between Sedentary Behavior and Motor Competence in 3- to 4-Year-Olds: A Systematic Review

Background: Several studies have reported low adherence to World Health Organization sedentary behavior (SB) guidelines in the early years. The purpose of this review is to examine the associations between time spent in different types of SB (screen time and habitual SB) and motor competence (MC; fundamental motor skills, fine and gross motor skills, locomotor skills, and object control and balance) in 3- to 4-year-olds. Methods: Five databases were searched on the 27th of July 2021, with an updated search conducted on the 30th of September 2023: Web of Science (core collection), PubMed Central, EMBASE (Ovid), SPORT Discus, and ERIC. Studies were included in the review if they reported on an association between time spent in SB at ages 3–4 years and MC. The methodological quality for each of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. Vote counting was used to determine the direction of associations. Results: Of 5,276 total studies found in the search, 16 studies (12 cross-sectional, four longitudinal) from 11 different countries met the inclusion criteria. Seven studies examined the association between screen time and MC, six examined associations between time spent in SB and MC, and three examined the association of both screen time and time spent in SB with MC. The direction of associations was predominantly negative for both screen time and time spent in habitual SB with different components of MC. Quality of evidence ranged from three to seven out of nine for cross-sectional studies and six to nine out of 12 for longitudinal studies. Conclusions: There may be negative associations between time spent sedentary and MC in 3- to 4-year-olds. However, future studies with stronger study designs are required to confirm these associations. Findings from this review should be considered when designing strategies and interventions to promote adherence to SB guidelines.

Transfer and Retention Effects of a Motor Program in Children With Autism Spectrum Disorders.

The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices.

A37: An Experimental Study on the Effect of Traditional Old Games on Fundamental Motor Skills of Children Aged 7-8

Purpose: Fundamental Motor Skills as the "cornerstone" of children's healthy growth, its firmness determines children's future development. However, with the progress of science and technology and the convenience of modern life, the physical activity level of children has decreased significantly, and the development of basic motor skills has increased rapidly. Therefore, in October 2020, it was clearly proposed to gradually improve the school physical education teaching model of "health knowledge + basic sports skills + special sports skills". At the same time, as the wisdom crystallization of human development, traditional old games are increasingly replaced by the ever-changing electronic games and gradually fade out of human's vision. The inheritance of excellent traditional sports culture is in urgent need of improvement. Based on this, standing at the intersection of two hundred years of history, this study takes the opportunity of the introduction of excellent traditional sports culture into the campus, fully explores the action education value of traditional old games, integrates the design and implementation of online sports intervention of traditional old games, deeply discusses the influence and effect of traditional old games on basic sports skills, and tries to expand the ideas and perspectives of the inheritance of excellent traditional sports culture. To effectively promote the healthy growth of children to provide empirical reference. Methods: In this study, literature, experiment, interview, mathematical statistics, and other research methods were used to design and improve the teaching design of traditional games, and the first-grade students at a primary school in Shenzhen were selected for experimental research. Among them, 24 students (11 boys and 13 girls) in the experimental class used traditional old games for experimental intervention, while the control class (11 boys and 13 girls) conducted routine teaching arrangements. The experiment lasted for 4 weeks, twice a week for 30 minutes each time. The Gross Motor Development Scale III (TGMD-3) was used before and after the experiment to evaluate children's basic motor skill development, in order to verify the effectiveness of traditional games in improving children's basic motor ability development. Results: After the experiment, the overall level of basic motor skills (t=3.091, p=0.000 &lt; 0.01), mobile skills (t=4.694, p=0.000 &lt; 0.05) and mobile skills of female students (t=6.502, p=0.000 &lt; 0.05) were significantly different between the experimental class and the control class. Conclusion: Through reasonable design and creation of the five principles of fun, feasible, antagonistic, educational, and changeable traditional games, can effectively improve the basic motor skills of 7-8 years old children; The intervention was suitable for the sensitive period of children's motor development, and the traditional online games had the most obvious effect on improving the mobile skills of 7-8 years old children. Influenced by social role awareness and growth sequence, there are significant gender differences in the influence of traditional old games on basic motor skills of children aged 7-8 years, and the development of motor skills of girls is significantly better than that of boys.

Effects of Sports, Play, and Active Recreation for Kids (Spark) Versus Fundamental Motor Skill Training on Social Skill Development in Children with Autism Spectrum Disorder

Background: Autism Spectrum Disorder (ASD) presents significant challenges in social skills development in children. Recent research has suggested the potential benefits of physical activity-based interventions in addressing these challenges. Objective: This study aimed to compare the effectiveness of Sports, Play, and Active Recreation for Kids (SPARK) and Fundamental Motor Skill Training (FMS) in improving social skills in children with ASD. Methods: A comparative study involving two groups, each consisting of nine children diagnosed with ASD, was conducted. Both groups underwent 30 sessions over a 10-week period. Group A participated in the SPARK program, while Group B was engaged in FMS. The social skills were assessed using the Gillium Autism Rating Scale, both before and after the intervention. Results: The study found significant improvements in communication behaviors in the SPARK group, suggesting its effectiveness in enhancing social interaction. While both SPARK and FMS showed benefits in social skill development, SPARK had a more pronounced effect on communication behaviors. Conclusion: Both SPARK and FMS programs were effective in improving social skills in children with ASD, with SPARK showing a particularly strong impact on communication abilities. These findings support the inclusion of physical activity-based interventions in treatment strategies for ASD.

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study

ObjectivesWith the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. Design and methodsA cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1–3 (ages 7–9, n = 1165), 4–6 (ages 10–12, n = 837), and 7–8 (ages 13–14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. ResultsThe desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10–30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. ConclusionsThe present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity.

The Effectiveness of Multimedia Interactive Model on Pencak Silat Basic Motion Learning

Technology-based interactive learning models have become extensively utilised as educational tools. The presence of it creates a unique educational environment. The objective of this study was to assess the efficacy of interactive multimedia in enhancing the fundamental pencak silat motor skills of junior high school students in Palembang City. This study employed a quasi-experimental research design, specifically utilising a one-group pre-test and post-test experimental design. The research sample consisted of 80 junior high school students in Palembang City. The data was gathered by paperwork obtained from fundamental pencak silat movement assessments. The test data underwent normality testing using both the Kolmogorov-Smirnov test and the Shapiro-Wilk test. The data analysis technique employed a two-sample paired t-test to determine the average. The Independent Samples Test yielded a t-value of 3.085 and a p-value of 0.000 0.05, indicating that the null hypothesis (Ho) can be rejected. Hence, it can be inferred that the interactive multimedia model positively impacts the enhancement of fundamental motor skills in junior high school pupils practicing pencak silat. The consequences of this research pertain to the necessity for physical education teachers in schools to possess innovative skills, specifically in using digital applications as educational tools.

Early childhood educators' beliefs on increasing fundamental motor skills by playing games in a physical education context: The contradictory belief

The development of fundamental motor skills (FMS) is crucial and should begin in early childhood. As of now, several early childhood educators in Indonesia, particularly in West Java, think that incorporating playground games into the classroom curriculum is the best course of action for raising children’s FMS. This study aimed to present statistics on FMS findings for early childhood who have incorporated physical activity into the curriculum and to demonstrate that these results are still in conflict with teachers’ beliefs. Ex post facto research was applied to one of the early childhood education pilot programs in West Java, Indonesia, including a total of 30 kids. This school’s long-standing intervention involves giving children 30 minutes of structured playtime and 30 minutes of unstructured playtime at the start of each learning period. The Test of Gross Motor Development-2 (TGMD-2) was used to measure FMS. The study’s findings showed that both boys’ and girls’ FMS in both locomotor and manipulating components of the movement were very lacking and inversely proportional to teachers’ belief who believe that this activity will improve children’s motor skills. It is recommended that physical education specialists accompany both structured and unstructured play programs conducted on school playgrounds so that the early childhood education curriculum's programs are properly validated to raise children's FMS following Developmentally Appropriate Practice (DAP).

The Effects of Physical Activity Interventions in Children with Autism Spectrum Disorder: a Systematic Review and Network Meta-analysis

AbstractWe conducted a network meta-analysis to assess and rank the efficacy of different physical activities on motor function, social function, communication, and stereotyped behavior in children with autism spectrum disorder. PubMed, EBSCO, Cochrane Library, and Web of Science databases were searched through May 25, 2023. A total of 37 studies involving 1200 participants and 17 interventions were included in our study. Based on the ranking probabilities, Tai Chi Chuan and fundamental motor skill intervention were ranked as possibly the most effective intervention for motor function and communication, respectively. Kata techniques had the highest probability of being best for stereotyped behavior and social function. This review provides valuable information that physical activity can be a useful strategy in the management of autism spectrum disorder.

Impact of an Online Rater Training on Scoring Accuracy of Two Skills on the Test of Gross Motor Development-3 Among Children With Developmental Disabilities: A Pilot Study

Rater training is necessary to accurately evaluate fundamental motor skills among children with developmental disabilities (DD). The purpose of this pilot study was to examine the impact of an online rater training program for novice raters on scoring accuracy of the run and two-hand strike skills on the Test of Gross Motor Development—Third Edition (TGMD-3) among children with DD. A training program was created consisting of two units/modules. The first module introduced the TGMD-3 and the second outlined behavior, movement characteristics, and correct scoring for the run and two-hand strike for children with DD. Forty-one novice raters completed three rounds of training and scoring. Data analysis compared the change of rating accuracy of novice raters on the run and two-hand strike skills of the TGMD-3 across three different occasions. There was a statistically significant positive impact on the scoring accuracy of novice raters for the run, two-hand strike skills, and the total skill score (p &lt; .001). The TGMD-3 online rater training program for novices in the present study could provide a model training program to improve the accuracy of scoring fundamental motor skills among children with DD.

Stimulation of motor skills through game models in early childhood and elementary school students: systematic review in Indonesia

Background and purpose of the study. The relevance of motor skills for every student since they have benefits and affect the overall development of kids. Several studies have offered data on learning and developing motor abilities in youngsters. The game model's information is extensively created and utilized as a reference to enhance gross motor abilities. As a result, the purpose of this study is to conduct a review of the scientific literature in Indonesia on the stimulation of motor skills in early childhood and primary school students through learning using game models. The Harzing Publish or Perish tool was utilized for the search in this study. A database (Scopus) was utilized to find publications on motor skill development through play-based learning. The search was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Only five items remained after the exclusion criteria were applied. The findings indicate that the research methods employed in cooperative learning research in Indonesia are various, including quantitative, mixed research (quantitative and qualitative), and development. On average, measuring equipment was utilized to collect data for the study. According to the findings of this review, in the first group, traditional play-based children's learning is capable of optimizing kindergarten children's basic motor development, with a track record of implementing the concept/theoretical basis, activity stages, social systems, reaction principles, support systems, and impact models, and increasing students' basic skills for high motor skills. In the second category, learning structured in the form of games may stimulate children's fine motor and cognitive abilities, as well as strengthen fundamental motor skills and build gross motor skills for use in the learning process. Some shortcomings in the review have been identified, and it is important to continue this study internationally with a literature review or mapping study (bibliometric and scientometric), as well as to conduct research on the use of the game model and its impact. Keywords: Motor skills, play model, early childhood, elementary school

Influence of different caregiving styles on fundamental movement skills among children.

This study investigated the influence of parenting and grandparenting caregiving styles on fundamental motor skills (FMS) of preschool children. A total of 1,326 preschool children (698 boys, 628 girls) aged 4-6 years were recruited from the kindergartens of Jinhua City, China. Locomotor skills (LM), ball skills (BS), and total fundamental movement skills (TS) of children were assessed by the Test of Gross Motor Development-3rd edition (TGMD-3). There were 978 children in parenting and 348 children in grandparenting caregiving styles. The LM, BS and TS scores of children were considerably (p < 0.001) increased with age (irrespective of sex or caregiving style). For the sex comparisons, BS scores of boys were significantly higher than girls (p < 0.001), while LM and TS scores were not different between boys and girls. For the caregiving style comparison, parenting is superior to grandparenting in developing of children's FMS. Parenting boys of 4-, 5-, and 6-years old showed better BS compared to age-matched parenting girls, whereas boys of 5-years old in grandparenting only showed better BS compared to same-age grandparenting girls (p < 0.05). Furthermore, parenting boys of 6-years reported higher LM (p < 0.01), BS (p < 0.001), and TS (p < 0.001) scores compared to grandparenting boys, but girls' FMS at all ages were not significantly different between the caregiving styles. Parenting caregiving style is positively associated with proper development of FMS among children. Girl children with poor FMS in grandparenting may need a special care or intervention programs to promote their FMS.

Examining the Relationship Between BMI, Sex, and Fundamental Movement Skill Performance in Low-Income Rural Children

This study examined the relationship between body mass index (BMI), Sex, and Fundamental Movement Skills (FMS) performance among low-income rural children aged 5 to 7 years. 39 children (20 boys and 19 girls) participated in the study. FMS proficiency was evaluated using the Furtado-Gallagher Child Observational Movement Pattern Assessment System (FG-COMPASS). The children’s height and weight were measured to calculate BMI, which was then classified into ‘normal weight’ and 'overweight'. A two-way factorial ANOVA assessed the effects of sex and BMI group on manipulative fundamental motor skills (MFMS), locomotor fundamental motor skills (LFMS), and total fundamental motor skills (TFMS). We hypothesized that normal weight children would outperform their overweight counterparts in locomotor (LFMS), manipulative (MFMS), and total (TFMS) fundamental motor skills and that boys would outperform girls on MFMS and TFMS but not on LFMS. Our findings showed a significant main effect of sex on MFMS, with boys performing significantly better than girls. However, no significant main effects were found for LFMS or TFMS based on sex or BMI group. Furthermore, Pearson correlation analysis revealed weak, negative, non-significant correlations between BMI percentiles and all three motor skill scores. The study’s results highlight the importance of considering sex differences when assessing FMS in children and indicate that overweight status may not necessarily relate to poorer motor skill performance in a rural, low-income context. Further research should ensure a balanced representation across BMI categories and explore the potential influence of demographic factors on motor skill development.

Motor and Cognitive Characteristics in Young Music Students

This comprehensive study explores the intersection of motor and cognitive development in children, specifically examining their relevance to the initiation of musical education. Drawing on seminal theories and empirical studies by experts such as Seefeldt, Gallahue, Piaget, and others, the research identifies critical developmental stages in children aged 7 to 11. It underscores the importance of fundamental motor skills, highlighting key movements like throwing and hitting an object in relation to hand-eye coordination and mobility. Moreover, the study delves into manual dexterity, indicating its peak development at 8 years and its relevance to instrumental practice. It emphasizes external influences on motor development, elucidating the impact of guidance, practice opportunities, and environmental factors on skill acquisition. Additionally, it examines cognitive development within Piaget's concrete operational stage, showcasing children's emerging capacity for logical thinking and problem-solving. The abstract concludes by affirming that 8-year-old children possess foundational motor skills, cognitive capabilities, and body awareness essential for embarking on instrumental training, thus mitigating concerns regarding their readiness.

Effect of intervention programs to promote fundamental motor skills among typically developing children: A systematic review and meta-analysis

BackgroundProficiency in fundamental motor skills (FMS) is associated with children's overall development and long-term physical literacy. However, FMS is not acquired naturally, but needs to be trained. ObjectiveThis study aims to evaluate and provide up-to-date evidence on the effectiveness of intervention programs focused on promoting FMS among typically developing children between 2010 and 2022. MethodsFollowing Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a search was conducted in four databases (PubMed, Scopus, Web of Science, and SPORT Discus) from January 2010 to December 2022. Studies included any interventions in preschools and primary schools that aimed to improve fundamental motor skills in typically developing children aged 3 to 12, and reported fundamental motor skills outcomes and statistics. ResultsThirty-six articles (21 randomized controlled trials, 11 pre-post trials, and four quasi-experimental trials) satisfied all inclusion and exclusion criteria. Outcomes were primarily demonstrated in composite fundamental motor skills (n = 32) and its three primary parts: locomotor skills (n = 26), object control skills (n = 26), and balance skills (n = 4). A meta-analysis was conducted on 16 of these publications, revealing significant intervention effects for overall FMS proficiency (Std diff in means = 0.928, 95 % confidence interval 0.744–1.112, P = 0.001), locomotor skills (Std diff in means = 0.636, 95 % confidence interval 0.508–0.765, P = 0.001) and object control skills (Std diff in means = 0.871, 95 % confidence interval 0.660–1.081, P = 0.001).Discussion and Conclusions: The results indicate that implementing FMS development intervention programs in preschools and primary schools can be effective in promoting typically developing children's fundamental motor skills. The interventions on object control skills had a more significant effect size than locomotor skills. However, existing evidence cannot conclude which types of interventions are most effective.

The Impact of Traditional Games on Fundamental Motor Skills and Participation in Elementary School Students

The Impact of Traditional Games on Fundamental Motor Skills and Participation in Elementary School Students

A Guided Physical Activity Intervention for Fundamental Motor Skill Improvement in Children with Autism

A Guided Physical Activity Intervention for Fundamental Motor Skill Improvement in Children with Autism

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1–3 (7–9 yrs; n = 81), 4–6 (10–12 yrs; n = 89) and 7–8 (13–14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.