Fundamental Motor Skills In Children Research Articles

Measurement Properties of Canadian Agility and Movement Skill Assessment for Children Aged 9-12 Years Using Rasch Analysis.

The Canadian Agility and Movement Skill Assessment (CAMSA) was recently widely used to assess fundamental motor skills in children. Although the CAMSA is reported to be reliable and valid, its measurement properties are not clear. This study aimed to examine the measurement properties of the CAMSA in a sample of Chinese children using Rasch analysis. The study sample was from 1,094 children aged 9–12 years in Zunyi City, Guizhou Province. Descriptive data were analyzed using SPSS 24.0 software, and the dichotomous data were analyzed by Winsteps version 4.5.4 and Facets 3.67.1 software performing Rasch analysis. The present study investigated CAMSA measurement characteristics by Rasch analysis, including the reliability of the rating instrument, unidimensionality, item-fit statistics, and differential item functioning (DIF). Inter-rater reliability and retest reliability showed that the CAMSA had a good internal consistency. Rasch analysis indicated that the CAMSA was unidimensional, locally independent, and had a good item-fit-statistic. Additionally, the CAMSA displayed a good fit for the item separation index (12.50 > 2.0), as well as for item reliability (0.99 > 0.90). However, the item difficulty of the CAMSA did not fit well with personal ability, and a significant DIF was found across genders. In the Chinese children sample test, the CAMSA demonstrated appropriate goodness-of-fit validity and rater reliability. Thus, future research will explore item difficulty and person ability fit, as well as DIF across genders.

Relationship Among Preschool Children's Fundamental Motor Skills, Physical Activity, And Physical Fitness: A National Study

Relationship Among Preschool Children's Fundamental Motor Skills, Physical Activity, And Physical Fitness: A National Study

Fundamental Motor Skills of Children with Autism Spectrum Disorders: A Review of Literature

이 선행연구 검토의 목적은 자폐성 장애 아동의 운동기능에 관한 연구 논문들을 분석하는 것이다. 본 연구를 위해 EBS Cohost와 SAGE Journals Online 을 이용하여 논문이 검색하였다. 주제어 및 논문 제목 그리고 초록을 통하여 1차 논문 검색을 하였고 연구 목적, 참가자, 그리고 연구 방법을 통하여 2차 검색을 한 결과 총 13편의 논문이 선정되었다. 선정된 13개의 논문은 논문 분석을 통하여 3개의 영역으로 분류되었다. 3개의 영역은 (a) 자폐성 장애 아동의 운동기능, (b) 자폐성 장애 아동의 운동기능과 다른 영역의 상관관계 그리고 (c) 자폐성 장애 아동의 운동 기능 향상을 위한 프로그램으로 나뉘었다. 논문의 분석 결과 자폐성 장애 아동은 비장애 아동보다 운동능력이 떨어지고 있으며 그로 인해 다른 체육활동에 많은 제약을 받고 있었다. 하지만 자폐성 장애 아동의 운동능력 향상을 위한 현실적인 운동 프로그램에 관한 논문 결과들이 있었다. 따라서 현장에 있는 교사들은 자폐성 장애 아동의 실제적인 운동기능의 재검토와 그에 따른 효과적인 운동 프로그램의 적용이 요구된다. 그리고 자폐성 장애 아동의 행동학적 특성을 고려한 효과적인 교수법에 관한 연구가 필요하다

Clinical Validity of the Test of Gross Motor Development-3 in Children With Disabilities from the U.S. National Normative Sample.

The Test of Gross Motor Development (TGMD) measures fundamental motor skills competency and is frequently used for eligibility determination of adapted physical education services in children with disabilities. The purpose of this study was to determine if the TGMD-3 is clinically sensitive to detect deficits in the fundamental motor skills of children with disabilities (i.e.,intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, language and articulation disorders). Eighty-five children with disabilities and 85 matched controls (i.e.,typically developing, individually matched on age, sex, ethnicity, and race) completed the TGMD-3. Mann-Whitney U tests identified significant differences in the total TGMD-3 scores for children with intellectual disability (p < .001), autism spectrum disorder (p < .001), and attention deficit hyperactivity disorder (p = .032). No differences were identified for children with language and articulation disorders. Comparisons of subscales (i.e., locomotor and ball skills) differed across disability groups. This study provides evidence that the TGMD-3 is clinically sensitive to identify deficits in fundamental motor skills competency.

Application of Traditional Games: How Does It Affect the Children's Fundamental Motor Skills?

This study aims to determine the effect of implementing traditional game learning models on improving basic motor skills in children. The research method used is the experimental method. The designs used are the Pre-test and Post-test Group Design. The study population consisted of two classes with a total of 60 students and the sampling technique used simple random sampling with a sample size of 30 students. The test instruments used in this study included: 1) 4 x 10-meter shuttle run test, 2) throw-and-catch test at a distance of 1 meter from the wall, 3) Stork stand test positional balance, 4.) Test 30 sprint meter. The data analysis technique used is the prerequisite test which includes data normality test and data homogeneity test, as well as hypothesis testing using paired t-test. The results showed that there was an effect of traditional game-based learning models on the improvement of children's Fundamental Motor Skills as evidenced by p-value = 0.001. In addition, from the control group data, it is known that there is no significant effect of conventional learning on improving children's Fundamental Motor Skills as evidenced by p-value = 0.072, with these results it can be concluded that traditional game-based learning models are proven to improve children's fundamental motor skills, and can be used as an alternative to the learning process that is more effective than conventional learning.

Effect of Active Video Games on Healthy Children's Fundamental Motor Skills and Physical Fitness: A Systematic Review.

Objective: The present study aimed to synthesize the most updated literature regarding the casual evidence of the effects of active video games (AVGs) on fundamental motor skills (FMS; locomotor skills and object control skills) and physical fitness among healthy children. Methods: Electronic databases were searched through October 2020. Peer-reviewed randomized control trials (RCTs) and quasi-experimental designs examining the effectiveness of AVGs on FMS and physical fitness development among healthy children (3–12 years) were screened. Results: A total of nine RCTs and one quasi-experimental study were included. Of the five studies examining the effect of AVGs on FMS, two reported significant improvements, while three reported no significant improvements in motor skills development as compared to control. Of the five studies assessing the effects of AVGs on physical fitness, four reported significant improvements in physical fitness such as balance, agility, and speed, whereas one reported significant improvements in skill-related executive function, but not in physical competence. Conclusions: Overall, the current available evidence supports AVGs as an effective means to improve physical fitness, such as balance, postural stability, and agility, among healthy children. However, the findings of AVGs on healthy children’s object control and locomotor skills remain inconclusive.

Intervention to Improve Preschool Children's Fundamental Motor Skills: Protocol for a Parent-Focused, Mobile App-Based Comparative Effectiveness Trial.

BackgroundPreschool age is an important time to master fundamental motor skills (FMS) through structured physical activity, yet many young children lag behind in motor skill development.ObjectiveThe Promoting Lifelong Activity in Youth (PLAY) study is a pilot comparative effectiveness trial to test the acceptability, feasibility, and preliminary effectiveness of a mobile app delivered to parents to promote FMS development in their preschool children (aged 3-5 years).MethodsWe conducted a 2-arm, parallel-design, randomized comparative effectiveness trial in 72 parent-child dyads from the southeastern United States. Experts in motor development and developmental psychology developed an app designed to deliver a 12-week program to parents of preschoolers using 1 of 2 curricula: an FMS program (intervention) that involved peer modeling, parent engagement, and structured skills-based activities and an unstructured physical activity (comparator) curriculum that provided suggestions for child-led physical activity (ie, free play). Primary outcomes are feasibility and acceptability of the app and child’s FMS measured at end of intervention (week 12). Exploratory outcomes are child’s objective physical activity, perceived movement competence, and parent report of self-regulation at the end of treatment (week 12) and sustained outcomes at follow-up (week 24).ResultsThis project was funded in September 2018, with institutional review board approval in August 2018. Data collection took place from May 2019 through February 2020. To date, the project team has completed data collection on 69 preschool-age children, and results are expected to be published by 2021.ConclusionsThe PLAY study examines the feasibility and preliminary effectiveness of a mobile app, parent-led curricula to promote FMS proficiency for preschool children. If found to be effective, the app has the potential for wide-scale dissemination to parents of preschoolers and to provide a model for the utilization of mobile apps to promote young children’s motor skill development.Trial RegistrationClinicalTrials.gov NCT03901300; https://clinicaltrials.gov/ct2/show/NCT03901300International Registered Report Identifier (IRRID)DERR1-10.2196/19943

Bi-directional Prospective Associations Between Objectively Measured Physical Activity And Fundamental Motor Skills In Children: A Two-year Follow-up

Bi-directional Prospective Associations Between Objectively Measured Physical Activity And Fundamental Motor Skills In Children: A Two-year Follow-up

Relationship Between Motor Skills, Balance, and Physical Activity in Children with CHARGE Syndrome

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.

Dissemination and Training of Early Childhood Motion Skill Level Development for PAUD / Kindergarten and Elementary Teachers in Lima Puluh Kota District

Some of the results of studies that have been conducted on basic early Indonesian fundamental motor skills children, especially in West Sumatra, are found to be at the lowest level. Observations made on several teachers in West Sumatra show that on average they have very limited insight into fundamental motor skills and how to arrange fundamental motor skills. Previous research states that fundamental motor skills cannot develop by themselves, but through continuous learning and training stages. Therefore, PAUD teachers are expected to be skilled in compiling children's fundamental motor skills so that the objectives of early childhood education can be achieved as they should. This service activity aims to: (a) PAUD / TK teachers understand what fundamental motor skills are. (b) PAUD / TK teachers can understand fundamental motor skills. (c) PAUD / TK teachers can understand how to use the TGMD-2 instrument (d) PAUD / TK teachers can understand how to evaluate fundamental motor skills.

Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

Whether quality- or quantity-based physical education (PE) interventions are associated with improvement of health-related physical fitness outcomes and fundamental motor skills (FMSs) in children and adolescents is unknown. To examine the association of interventions aimed at optimizing PE in terms of quality (teaching strategies or fitness infusion) or quantity (lessons per week) with health-related physical fitness and FMSs in children and adolescents. For this systematic review and meta-analysis, studies were identified through a systematic search of Ovid MEDLINE, Embase, Cochrane Controlled Trials Registry, and SPORTDiscus databases (from inception to October 10, 2019) with the keywords physical education OR PE OR P.E. AND fitness AND motor ability OR skills. Manual examination of references in selected articles was also performed. Studies that assessed the association of quality- or quantity-based PE interventions with improvement in physical fitness and/or FMSs in youths (aged 3-18 years) were included. Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Random-effects models were used to estimate the pooled effect size (Hedges g). Health-related physical fitness outcomes and FMSs. Fifty-six trials composed of 48 185 youths (48% girls) were included in the meta-analysis. Quality-based PE interventions were associated with small increases in health-related physical fitness (cardiorespiratory fitness [Hedges g = 0.24; 95% CI, 0.16-0.32] and muscular strength [Hedges g = 0.19; 95% CI, 0.09-0.29]) and FMSs (Hedges g = 0.38; 95% CI, 0.27-0.49). Subgroup analyses found stronger associations for quality-based PE interventions on body mass index (Hedges g = -0.18; 95% CI, -0.26 to -0.09), body fat (Hedges g = -0.28; 95% CI, -0.37 to -0.18), cardiorespiratory fitness (Hedges g = 0.31; 95% CI, 0.23-0.39), and muscular strength (Hedges g = 0.29; 95% CI, 0.18-0.39). Quantity-based PE interventions were associated with small increases in only cardiorespiratory fitness (Hedges g = 0.42; 95% CI, 0.30-0.55), muscular strength (Hedges g = 0.20; 95% CI, 0.08-0.31), and speed agility (Hedges g = 0.29; 95% CI, 0.07-0.51). The findings suggest that quality-based PE interventions are associated with small increases in both student health-related physical fitness components and FMSs regardless of frequency or duration of PE lessons. Because PE aims to improve more than health, high levels of active learning time may need to be balanced with opportunities for instruction, feedback, and reflection.

Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

BackgroundThe direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline.MethodsA sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age.ResultsBaseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up.ConclusionsMVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

Effects of shoes on children’s fundamental motor skills performance

Progression or impediment of fundamental motor skills performance (FMSP) in children depends on internal and environmental factors. Shoes as an environmental constraint are believed to affect these movements as children showed to perform qualitatively better with sports shoes than flip-flop sandals. However, locomotor performance assessments based on biomechanical variables are limited. Therefore, the objective of this experiment was to assess the biomechanical effects of wearing shoes while performing fundamental motor skills in children. Barefoot and shod conditions were tested in healthy children between the age of 4 and 7 years. They were asked to perform basic and advanced motor skills including double-leg stance, horizontal jumps, walking as well as counter-movement jumps, single-leg stance and sprinting. Postural control and ground reaction data were measured with two embedded force plates. A 3D motion capture system was used to analyse the spatiotemporal parameters of walking and sprinting. Findings showed that the parameters of single- and double-leg stance, horizontal and counter-movement jump did not differ between barefoot and shod conditions. Most of the spatiotemporal variables including cadence, stride length, stride time, and contact time of walking and sprinting were statistically different between the barefoot and shod conditions. Consequently, tested shoes did not change performance and biomechanics of postural control and jumping tasks; however, the spatiotemporal gait parameters indicate changes in walking and sprinting characteristics with shoes in children.

Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition

AbstractSedentary past‐times such as video gameplay are cited as having a negative effect on children's Fundamental Motor Skills (FMS) acquisition. Conversely, “exergames” utilise 3D sensor control systems (eg, Kinect®) to offer full body interactive user experiences in which FMS outputs are often part of the game “play” experience. This study evaluated the impact that participation in (1) commercial exergames and, (2) purpose‐built exergames had on user locomotor skill outcomes (run, hop, skip, jump and slide) when both sets of games were deployed with a “principled” human‐in‐the‐loop personalisation process. Typically developing children aged between 5 and 6 years were divided into two groups; a control group (n = 20; 45% girls) exposed to commercial exergames and, an experimental group (n = 20; 50% girls) exposed to purpose‐built exergames. Gameplay was delivered daily, in the classroom, over a period of 8 weeks. The Test of Gross Motor Development‐2 was utilised to assess children's locomotor skills at three time points (pre, interim and posttest). A mixed analysis of variance with repeated measures on time was conducted to evaluate results of the experimental group in comparison to the control group. A significant interaction effect was observed relating to Time × Group. Pairwise comparisons with a Bonferroni adjustment demonstrated that the experimental group made significant improvements for each locomotor skill (run, hop, skip, jump and slide) from pretest to posttest while the control group made significant improvements in only one locomotor skill (the slide) over the same timeframe. Results indicate that principled design and deployment of purpose‐built exergames support high quality locomotor outputs and, improved outcomes over time. Practitioner NotesWhat is already known about this topic A majority of modern children do not possess proficient locomotor skills and cannot hop, skip or even run properly Teachers typically target motor skills in the Physical Education setting but these skills require regular personalised practice to improve performance 3D sensor controlled exergames provide a potential platform to target locomotor skill acquisition in the classroom, but currently lack the necessary design principles to improve user locomotor skill outcomes What this paper adds A suite of “principled” exergames with adaptable features to target locomotor skills in the classroom A human‐in‐the‐loop deployment process that empowers the teacher to be a crucial component of the learning experience Empirical evidence to support the effectiveness of purpose‐built exergames for locomotor skill acquisition purposes in the classroom Implications for practice and/or policy Educators can work with a gaming system to effectively deploy “short bouts” of 3D sensor exergameplay in the classroom and facilitate significantly improved locomotor skills in children. Design and development of educational technology could consider the teacher as a valuable “human intelligent system” capable of making decisions about the user and user experience that the system cannot. This could potentially transform effectiveness of educational technologies from both the teacher and learner perspective.

Motor competence deficit in urban-area Brazilian children based on chronological age

BACKGROUND: Previous studies have confirmed that there is a developmental delay in the fundamental motor skills (FMS) of Brazilian children based on various samples. However, none of these previous studies included a comprehensive and direct diagnosis of motor competence levels of children in the urban areas of Brazil, which tend to encompass a wide range of socioeconomic and cultural environments. AIM: The purpose of this study was to directly assess children’s FMS competence levels in the city of São Paulo, Brazil. METHOD: Three hundred and eighty-three children (ages 6, 8, and 10) from elementary schools in all five geographic regions of São Paulo participated in this study. The FMS of children were assessed using the Test of Gross Motor Development-Second Edition. RESULTS: The results indicated that children from all five geographic areas of São Paulo demonstrated low competence levels (below the 15th percentile) across all FMS. Moreover, the observed motor competence deficit increased with age. Children’s competence levels were classified as poor in 6-year-old children and very poor in 8- and 10-year-old children. CONCLUSION: The developmental delay in motor competence is associated with decreased levels of health-enhancing physical activity, physical fitness, executive function, and perceived competence and increased obesity.

Association Between Sitting, Screen Time, Fitness Domains, and Fundamental Motor Skills in Children Aged 5-16Years: Cross-Sectional Population Study.

To examine the associations between school-age children's sedentary behavior, screen time, and 3 physical activity attributes: muscular strength, cardiorespiratory endurance (CRE), and fundamental movement skills. Cross-sectional survey of 2734 children in years 2 and 4 and 3671 adolescents in years 6, 8, and 10. Total sitting time, 6 screen time behaviors, and physical activity were measured by self-report. Muscular strength was assessed by standing broad jump; CRE by 20-m shuttle run test; and fundamental movement skills by process-oriented checklists. Associations between incremental sitting and screen time (in hours) and meeting the healthy zone of physical activity attributes were examined using logistic regression. After adjusting for covariates and physical activity, children had lower odds of achieving the healthy zone for muscular strength and CRE for each hour of week (but not weekend) screen time. For adolescents, each hour of screen time per day was associated with lower odds of achieving the healthy fitness zone for CRE, locomotor skills, and overall healthy zone, and each hour of weekend screen time was associated with lower odds of achieving the healthy zone for most attributes and overall healthy zone. The associations were slightly stronger among adolescent girls than boys. The findings were similar for total sitting time. Screen time was associated with a lower likelihood to achieve healthy zones of physical activity attributes, and the effect was more consistent and slightly stronger among adolescents than children. This may suggest that the negative effects of screen time are incremental, emerging during adolescence.

Fundamental Motor Skills of Children in Deprived Areas of England: A Focus on Age, Gender and Ethnicity.

This study compared the mastery of fundamental motor skills (FMS) of males and females in early-childhood (four to five years, n = 170) and in middle-childhood (nine to ten years, n = 109) who attend schools in deprived and ethnically diverse areas of England. Process FMS (object control and locomotor skills) were observed using the Test of Gross Motor Development-2. Sprint speed over 10 meters and jump distance assessments were conducted using light gates and tape measures. A gender (male vs. female) by year-group (early-childhood vs. middle-childhood) interaction was shown for the process and product-oriented FMS measurements. Middle-childhood males and females demonstrated significantly greater FMS mastery, as compared to early-childhood (p < 0.05). Furthermore, middle-childhood males demonstrated significantly greater mastery of total FMS, object control skills, and product-oriented assessments, in comparison to females (p < 0.05). Children of Black and White ethnic groups achieved significantly greater mastery of locomotor skills, compared to Asian children, though this did not differ by year-group (p < 0.05). The results suggest that FMS development in deprived and ethnically diverse areas in England varies between genders during middle-childhood and ethnicity. Thus, interventions addressing the lack of FMS mastery achievement, shown in middle-childhood girls and children from Asian ethnic backgrounds, may be pivotal. Further exploration of the role of ethnicity would provide greater clarity in approaching interventions to improve FMS.

The development of a short form of the Test of Gross Motor Development‐2 in Brazilian children: Validity and reliability

Assessing children's motor skills is important for identifying children with delays, measuring learning, and determining teaching effectiveness. One popular assessment for measuring fundamental motor skills in children is the Test of Gross Motor Development-2 (TGMD-2). Although the TGMD-2 long form is widely known, a short form of the TGMD-2 has not been yet proposed and investigated. The aim of this study was to develop a short form of the TGMD-2 and to examine its validity, interrater reliability and test-retest reliability. Data from 2,463 Brazilian children were analyzed. Exploratory and confirmatory factor analysis was used to investigate the validity of reducing the number of TGMD-2 skills. The short-form version of the TGMD-2 with six skills has appropriate indices of confirmatory factorial validity (root mean square error of approximation: 0.06, 90% confidence interval [0.06, 0.07]; comparative fit index: 0.94; normed fit index: 0.94: Tucker-Lewis index: 0.83; goodness-of-fit index: 0.98; adjusted goodness-of-fit index: 0.95), internal consistency (α=0.70 for the overall test), interrater and intrarater reliability (intraclass correlation coefficients values from 0.81 to 0.96) and test-retest reliability (r values from 0.55 to 0.95). From these findings, practitioners now have a valid and reliable, short form of the TGMD-2 for use in assessing children's motor skill competence; promoting wider use of the test for screening and pedagogical purposes.

Fundamental movement skill and physical fitness measures in children with disabilities

This study aimed to explore fundamental motor skills and physical fitness outcomes in the group of children with visual, physical and intellectual disabilities. Alongside the average data outcomes, possible gender differences in all measures were also explored. In addition, the association between the level of movement performance and physical fitness variables was investigated. Participants were 82 elementary school age children with mild to moderate disabilities (mean age 9.6 years). To assess fundamental movement skills (FMS), children completed the Test of Gross Motor Development (TGMD) -2. Physical fitness was measured by the four tasks including 30 m run, sit-ups, functional reach test, sit and reach test and handgrip strength. The average TGMD-2 score for the study group in locomotor skills corresponded to 6.3 years of age (39.3 points), while in object control skills it was at 6.6-7.6 years of age (30.9-36.3 points). The average scores in the fitness tests were 30.1 cm in the functional reach test, 17.1 kg in Handgrip test, 14.0 rep in Sit up test and 6.78 sec in 30 m run. There were no significant differences in physical fitness tests results between boys and girls. The linear regression results presented that TGMD-2 skills significantly predicted 30 m run test [F(2; 161) = 8.965, p = .000]. Data analyses according to the level of movement performance and physical fitness showed significant associations between FMS outcomes and 30 m run test (p < .05). The present study extended the small body of research on the fundamental motor skills of children with different functional limitations while having potential to participate in daily physical activities.

Factorial Structure of the Movement Assessment Battery for Children Test-Second Edition in Preschool Children.

The Movement Assessment Battery for Children-Second Edition is one of the most frequently used tests for assessment of the fundamental motor skills in children. However, there is the question which sensorimotor functions are really captured by the tasks involved in the test for the preschool (3-6 years) children (age band 1). The aim of the study was to examine the factorial structure of the age band 1 test. Results of the testing by the age band 1 in a sample of three- to- six-year-old children (N = 399; 202 boys, 197 girls) were put to confirmatory factor analysis. The results of the study proved the three-specific factor structure of the age band 1. Thus, within the assessment of a child's overall motor proficiency, the motor competence profile including manual dexterity, aiming and catching, and balance abilities can be identified in three- to six-year-old children.