Fundamental Movement Skills In Children Research Articles

The Game-Based Training Improves Fundamental Movement Skills in Children with Down Syndrome

ABSTRACT The aim of the present study was to determine the effect of the game-based training program on fundamental movement skills (FMS) and working memory (WM) in male children with Down syndrome. Twenty-one children ages 9 to 11 years were assigned to either a Game- Based Training (GBT) or No-Training (NT) group. The GBT group participated in 12 sessions of game-based training, three sessions per week and 45 minutes per session whereas the NT group just performed normal daily activities. TGMD 2–Test was used to evaluate the motor development quality. The results showed that the GBT group performed better than the NT group in locomotor and manipulative skills. In the Corsi Block Task, although the mean scores of the GBT group were better than the NT group, it was not statistically significant. Our result revealed that after the game-based training program, participant’s scores improved in fundamental movement skills, but no significant improvement was observed in the working memory scores. Therefore, these findings support the positive effect of gamebased training on fundamental movement skills in children with Down syndrome.

Is there an association between proficiency in fundamental movement skills and mderate-to-vigorous physical activity in childhood on weekdays and weekends? The REACT project.

The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the digital platform Meu Educativo®. Three groups were formed based on the frequency of FMS that each child mastered: group 1 (wizard level in four or five FMS); group 2 (wizard level in two or three FMS); and group 3 (wizard level in at most one skill). Multilevel models were used to analyze the data treating children (level-1) nested within schools (level-2). Compared to group 1, groups 2 (-12.9 ± 2.3 min day-1) and 3 (-23.9 ± 2.4 min day-1) were less physically active during weekdays and weekends (group 2: -14.7 ± 2.7 min day-1 and group 3: -22.4 ± 2.9 min day-1), independent of age and sex. There was a decline in MVPA during the weekend. Further, on average, boys were more active than girls, and with increasing age, children were less active. On average, children with higher FMS levels are generally more physically active than their peers with lower FMS levels. Even though MVPA tends to decline on weekends, FMS proficiency is a significant factor in maintaining 60 min of MVPA on weekends.

Feasibility and potential efficacy of a family-based intervention on promoting physical activity levels and fundamental movement skills in preschoolers: A cluster randomised controlled trial.

Physical activity (PA) is crucial for preschool-aged children's health and development. However, limited evidence exists regarding the feasibility of implementing home-based interventions and how program components influence parent cognitions and practices and child PA. This study evaluated the feasibility and potential efficacy of a family-based PA intervention on objectively measured PA, fundamental movement skills (FMS), parental efficacy, support, goal setting and parent-child co-activity. Guided by social cognitive theory, an 8-week cluster randomised controlled trial was conducted in Hong Kong. The trial included parental workshops, FMS training, PA homework, social media activity sharing and exercise equipment provision. Data were collected at baseline (Time 1; April 2019) and at the end of the intervention period (Time 2; approximately 2months later) from 108 parent-child pairs in five preschools. The intervention led to increased moderate-to-vigorous PA and FMS in children, along with improved parental self-efficacy, goal setting, supportiveness and co-participation. However, parental PA did not show significant changes. Parents expressed high satisfaction, supporting the need for tailoring interventions to address the unique needs and preferences of young children and their parents. Reinforcing the parental role and providing informative materials and training can promote healthy lifestyles in early childhood.

Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program.

Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency in children with intellectual disabilities (n = 96, 60% boys, age 5-12years) and typically developing children (n = 96, 60% boys, age 5-12years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.

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.

Validity and reliability of Meu Educativo®: A new tool to assess fundamental movement skills in school-aged children.

There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validity and reliability. We relied on the validity evidence approach based on test content to develop the FMS assessment checklist and the rating system with a team of experts. In this article, we used five FMS (stationary dribbling, kick, overhand throw, catch the ball, and underhand roll). Further, we conducted a series of reliability studies and used percent agreement and Cohen's kappa (κ) as statistics. Experts agreed highly on the checklist's components in the five FMS. Inter-rater reliability ranged from 0.63 for stationary dribbling to 0.93 for overhand throw, and the intra-rater reliability ranged from 0.46 to 0.94. Based on the first results, Meu Educativo® was not only easy to use, but was also a reliable tool for FMS assessments. Notwithstanding the need for future studies, Meu Educativo® is a new tool that can be used by teachers, coaches, and motor development specialists dealing with school-aged children and researchers working with large samples.

Cross-Cultural Comparison of Fundamental Movement Skills of Children of Iranian Ethnicities.

Cross-cultural studies can provide information on how different cultural contexts, lifestyles, and physical activity play a role in the development of motor skills. We aimed at a cross-cultural comparison of fundamental movement skills of children of Iranian ethnicities. The statistical population included boys and girls aged 7 to 9 years from the centers of Tehran (Persian), Lorestan (Lor), Khuzestan (Arab) and Kurdistan (Kurdish) provinces in 2021 year. Overall, 240 people (60 from each province) participated in this research as a sample. Ulric Gross Motor development test (2000) was used to measure the Fundamental Movement skills. Results of multivariate analysis of variance showed that the main effect of culture (ethnicity) and interaction of culture and gender on Loco motor and object control skills were significant (P=0/001). In the total score of fundamental movement skills, the results showed that boys children scored significantly higher than girls (P=0/001). Moreover, Lor and Kurdish children significantly performed better than Fars and Arab children (P=0/001), but no significant difference was observed between the other ethnicities (P=0/452). Differences in the levels of fundamental movement skills of children of different ethnicities may be due to different physical and cultural activities, attitudes, and motor habits.

Fundamental Movement Skills in Children in Mentawai Islands: Indigenous Tribes in Indonesia

Background and purpose. Various studies have investigated Fundamental Movement Skills (FMS) in children and factors that might improve them. However, studies examining FMS in children of indigenous tribes remain limited. Thus, this research aims to identify and analyze the relationship between sociocultural life, parenting, and level of education among indigenous tribe children who live on Mentawai Island. The research is also keen on comparing FMS between genders.  Materials and methods. This research employed qualitative and quantitative methods. It was grounded by phenomenology and FMS tests. A total of 15 parents, 3 teachers, and 70 young children (aged 5-7 years) participated voluntarily. The children’s genders comprised boys (n=38) and girls (n=32). Data in this research were collected from observation, semi-structured interviews, and FMS tests (locomotor, non-locomotor and manipulative). Then, they were analyzed using a thematic method and t-test to compare the level of FMS among the children.  Results. Based on the analysis, parents stated they involved their children in socio-cultural life. Also, children were educated to live independently and given freedom to play. However, the study did not find any relationship between parent’s educational level and FMS. This was evidenced by statistical analysis, in which the mean score of FMS among early childhood in Mentawai Island was 35.46 (good). Following that, boys had better FMS than girls (P<0,05), with a mean score of 37.08>33.53. Conclusions. Children need to be given the freedom to actively take part in physical activities in order to gain physical experiences and better FMS. This study recommends future research involving other factors and comparing FMS between children of indigenous tribes and those who live in urban areas. 

Direct Parent Engagement to Improve Fundamental Movement Skills in Children: A Systematic Review.

Fundamental movement skills (FMS) are basic movements in children that represent the building blocks for more complex motor skill development and act as a prerequisite for enduring sport and physical activity (PA) engagement and positive health-related behaviours. The FMS proficiency is currently inadequate worldwide, and consequently there are alarming levels of inactivity and childhood obesity. However, parents are role models to their children and possess the power to influence their PA behaviour. This review investigated if parent-focused interventions could improve FMS in 2-7-year-old children and evaluated which setting and method of parent engagement was most impactful. Keyword searches were conducted via Scopus, Web of Science, SPORTDiscus, PubMed, Science Direct, and Google Scholar. Only nine articles met the inclusion criteria. No research originated from the United Kingdom, highlighting the urgent need for further FMS interventions involving parents. The FMS improved in all nine studies, with significant changes in seven of the articles (p < 0.05). Parent-child co-activity, the education and empowerment of parents, and the provision of clear FMS guidance, messaging, and structure can positively influence children's FMS. Recently, smartphone apps have increased the feasibility and accessibility of FMS practice at home and may be integral to future interventions. Further research with direct parental involvement is clearly warranted.

Correlation of fundamental movement skills with health-related fitness elements in children and adolescents: A systematic review.

To examine the correlations between fundamental movement skills and health-related fitness elements (cardiopulmonary function, flexibility, body composition, muscle strength and endurance) in children and adolescents and investigate the evaluation methods and tools of fundamental movement skills and health-related fitness. Six electronic databases (Web of Science, PubMed, ProQuest, Scopus, EBSCO and CNKI) were searched, and the research literature on the correlation between children's and adolescents' fundamental movement skills and health-related fitness published since 2002 was collected. The guidelines of the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement and the Consolidated Standards of Reporting Trials (CONSORT) statement were used to evaluate the quality of the literature, and the sources, samples, measurement methods, main results and statistical data of the study were analyzed, summarized and discussed. After applying the inclusion and exclusion criteria, 49 studies were included. There were 13 tools for evaluating fundamental movement skills and 4 tools for evaluating comprehensive health-related fitness in the included literature. Sufficient research evidence supports a significant positive correlation between fundamental movement skills and cardiopulmonary function (10, 100%) and muscle strength and endurance (12, 100%), and most studies support the positive correlation between fundamental movement skills and flexibility (4, 66.7%), and the significant negative correlation between fundamental movement skills and body composition (29, 67.4%). Studies used skinfold, AF%, BF%, FM, and FFMI as evaluation methods. They showed a consistently significant negative correlation between body composition and fundamental movement skills (9, 100%), while BMI or waist circumference as evaluation methods showed no consistent significant negative correlation result (20, 58.8%). Moreover, in the sub-item evaluation of fundamental movement skills, object manipulation, locomotor and balance skills were all significantly and positively correlated with cardiopulmonary function and muscle strength and endurance. In contrast, locomotor skills were more closely related to body composition than object manipulation skills. A significant correlation exists between children's and adolescents' fundamental movement skills and health-related fitness elements.

The Effects of the Exercise Intervention on Fundamental Movement Skills in Children with Attention Deficit Hyperactivity Disorder and/or Autism Spectrum Disorder: A Meta-Analysis

To explore the effect of exercise intervention on fundamental movement skills (FMS) of children with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD). Following the principle of PICOS, randomized controlled trials of the effect of exercise intervention on the FMS of ADHD/ASD children were searched. A total of 12 articles and 396 participants were included. Review Manager5.4 and Stata16.0 software were used to process and analyze the data. The results revealed that (1) exercise intervention can improve the gross motor skills of children with ADHD/ASD (p &lt; 0.00001). Aquatic therapy (SMD = 56.54, 95% CI = 38.83–74.25) has a better effect on stability skills, and FMS intervention (SMD = 17.58, 95% CI = 1.78–33.38) has a better effect on locomotor skills and object control skills. (2) Exercise intervention can improve the fine motor skills of children with ADHD/ASD (p = 0.001). Table tennis exercise (SMD = 9.91, 95% CI = 0.23–19.59) and horse-riding program (SMD = 9.50, 95% CI = 5.20–13.80) have better effects on fine manual control and hand–eye coordination. (3) The closed-skill intervention for 60 min each time, twice a week, for at least 12 weeks had the best effect on the improvement in the FMS in children with ADHD/ASD (p &lt; 0.00001). Exercise intervention may effectively improve FMS in children with ADHD/ASD. Intervention form, time, frequency, and duration are important moderator variables that positively impact the FMS of children with ADHD/ASD.

The effects of football practice on children's fundamental movement skills: A systematic review and meta-analysis.

The purpose of this systematic review and meta-analysis was to explore the effects of different soccer practices on fundamental movement skills (FMS) of children of different ages and genders, in order to help children to improve their fundamental movement skills through soccer practice more effectively. The databases of CNKI, Wanfang database, Pubmed, Web of science and Cochrane library were searched to collect relevant studies on the effects of soccer practices on FMS, and the quality of the included studies was evaluated by using the Cochrane Risk of Bias Tool, and Meta-analysis was conducted by Review Manager 5.4 software. 16 studies were finally included, with a total of 3,121 subjects were included. The results showed that soccer had a positive effect on linear sprint ability [SMD 95% CI = -0.37 (-0.61, -0.14), P = 0.002], horizontal jump [SMD 95% CI = 0.22 (-0.34, 0.77), P = 0.003], object control [SMD 95% CI = 1.32 (0.8, 1.85), P = 0.0003], Closed-eye single-leg test [SMD 95% CI = 0.87(0.48,1.25), P < 0.0001],while countermovement jump [SMD 95% CI = 0.50(-0.35,1.35), P = 0.25] and flamingo balance [SMD 95% CI = -0.16(-0.31,-0.02), P = 0.03] had a less significant effect. Meanwhile, the effect of the practice was mainly influenced by the total duration of the intervention, age and gender of the intervention subjects, in which the total intervention time longer than 1,800 min promoted linear sprint ability, horizontal jump and flamingo balance test better than those below 1,800 min; the promotion effect of linear sprint ability and horizontal jump was better in children aged 7-9 years than 10-13 years, while Children aged 10-13 years showed better improvement in Closed-eye single-leg test after the intervention than 7-9 years; Girls were better promoted in linear sprint ability and Closed-eye single-leg test, but the horizontal jump is better for boys to improve the effect. It is recommended that the effects of different soccer practice contents on fundamental movement skills can be further explored in the future to improve the relevance and efficiency of fundamental movement skill development for children.

Effects of Multicomponent Injury Prevention Programs on Children and Adolescents' Fundamental Movement Skills: A Systematic Review With Meta-Analyses.

Fundamental movement skills (FMS) are essential to participate in physical activity. Understanding the effects of multicomponent injury prevention programs (MIPP) on FMS may help promote safe physical activity. Our objective was to synthesize the evidence on the effects of MIPP on biomechanical outcomes and neuromuscular performance measured on children and adolescents while performing FMS. We searched PubMed, SPORTDiscus, Web of Science, and SCOPUS. We included peer-reviewed randomized controlled trials, published in English, that analyzed the effects of MIPP on biomechanics and neuromuscular performance of FMS in participants under 18years of age. Two reviewers screened the articles, assessed the quality of the evidence using the Physiotherapy Evidence Database (PEDro) scale, and synthesized the data. We conducted meta-analyses and reported the characteristics, outcomes, and risk of bias of studies. We included 27 articles that reported data from 1,427 participants. Positive effects on FMS were reported in 23 of the 27 included articles. Vertical Jump, running speed, acceleration, and dynamic balance presented positive-significant pooled effect sizes. Dribbling and horizontal jump presented non-significant pooled effect sizes. MIPP can positively affect FMS in children and adolescents in sports-related settings. Lack of participant compliance and implementation fidelity may affect MIPP effectiveness. Including MIPP in physical literacy interventions, physical education classes, and organized physical activity may lead to functional adaptations that help promote safe physical activity.

Commentary on "Parent Risk Perceptions, Physical Literacy, and Fundamental Movement Skills in Children With Juvenile Idiopathic Arthritis".

Commentary on "Parent Risk Perceptions, Physical Literacy, and Fundamental Movement Skills in Children With Juvenile Idiopathic Arthritis".

Parent Risk Perceptions, Physical Literacy, and Fundamental Movement Skills in Children With Juvenile Idiopathic Arthritis.

This pilot study sought to examine the fundamental movement skills (FMS) and physical literacy (PL) of children with juvenile idiopathic arthritis (JIA) and to explore their relationship with physical activity (PA) and parent perceptions of PA-related risks. Twenty-five children with JIA and their parents completed questionnaires. Fundamental movement skills were assessed in the laboratory and PA through accelerometry data. Children spent a median of 39.4%, 40.9%, and 18.2% of their day sedentary, in light, and in moderate to vigorous PA, respectively. Fundamental movement skills and PL scores were within the average range, although were related to which joints (upper/lower body) were affected by JIA. Parents who viewed activities such as biking and climbing as risky tended to have children with weaker locomotor skills and lower PL. Children with JIA had age-appropriate PA, FMS, and PL; however, parent perceptions of PA-related risks are related to their child's FMS and PL.

The Effect of Manipulating Task and Environment Constraints on Performance of Selected Fundamental Movement Skills

The aim of this study was to investigate the effect of task and environment manipulation on the performance of selected basic motor skills. For this purpose, 30 children aged 4 to 6 years were selected using the available sampling method. First, the pre-test of over hand throwing was performed using the accuracy of throwing and kicking, and then the participants were randomly divided into 3 groups: manipulation of task restraints, environment constraints, and control. According to the research plan, the intervention groups performed the program for 6 weeks and two 60-minute sessions each week. The task constraint group practiced according to the task ecological analysis method, the environment constraint manipulation group practiced in the based on enrichment of the environment and the control group had no activity. After the last training session, a post-test was performed and the results were recorded. The data were analyzed with analysis of covariance test and Bonferroni was used for paired comparisons. The results showed that there was a significant difference between the remaining mean scores of kicking and over hand throwing of the subjects in terms of group membership (experimental and control groups) (P &lt;0.05). Also, the results of Bonferroni post hoc test showed that the groups of manipulation of task constraints and performance environment had better than the control group in the studied skills, but the difference between the two groups was not statistically significant (P &lt;0.05). The finding generally support and provide an insight into the idea of the effect of constraints manipulation on performance. Therefore, when teaching and working with children, manipulation of task constraints and environment can be used to improve the performance of children's fundamental movement skills.

Barriers and Facilitators to Physical Activity and FMS in Children Living in Deprived Areas in the UK: Qualitative Study

Using the socio-ecological model, this qualitative study aimed to explore teachers’ perspectives on the barriers and facilitators to Fundamental Movement Skills (FMS) and physical activity engagement in children living in deprived areas in the UK. A purposive sample of 14 primary school teachers participated in semi-structured focus groups drawn from schools situated in lower SES wards and ethnically diverse areas in Central England. Thematic analysis of transcripts identified multiple and interrelated factors across all levels of the socio-ecological model for barriers to FMS and PA (i.e., intrapersonal, interpersonal, organisational, community and policy). Facilitators at three levels of influence were found (i.e., intrapersonal, interpersonal and organisational). We conclude, barriers and enablers to the PA and FMS in children from ethnically diverse backgrounds living in deprived areas are multifactorial and interrelated. At a school level, initiatives to increase PA and develop the FMS needed to be active are likely to be ineffective unless the barriers are addressed at all levels and considered more holistically with their complexity. Multi-disciplinary solutions are needed across sectors given the range of complex and interrelated factors.

A Comparison of Fundamental Movement Skills in Children with Autism Spectrum Disorder and Typically Developing Children

Autism Spectrum Disorders (ASD) is urodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavior deficits. For years, motor disturbance reported in ASD has not been treated as a major core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are associated with the core symptoms of ASD. Because limited studies have addressed motor behavior of children with ASD, especially in China, the purpose of this study is to explore the development of fundamental movement skills in children with ASD and compare it to that of typically developing (TD) children. A total of 108 children with ASD aged 5-14 years and 108 age- and gender-matched TD children were evaluated. FMS were assessed with the Movement Assessment Battery for Children 2nd edition (MABC-2) including manual dexterity, aiming and catching, static and dynamic balance, and overall motor skills. The results included: (1) The development of FMS of children with ASD was significantly behind that of the children with TD at the same age. About 80% of children with ASD experienced motor difficulty or were at risk for motor delay. (2) Children with ASD showed significantly lower standard scores than typically developing children at the same age on manual dexterity, ball skills, and static and dynamic balance and overall MABC-2 scores (all p &lt; 0.001), and there was no significant gender difference (all p &gt; 0.05). Besides the core areas of developmental deficits described in the diagnostic manual for ASD, clinicians should assess motor deficits when diagnosing and treating children with ASD. Evidence-based interventions on FMS should be introduced when motor deficits are present.

Attentional focus on learning fundamental movement skills in children

Several researchers studying focus of attention have concluded that the external focus is superior to the internal in learning motor skills in adults. However, there is limited research concerning the effect of different focus of attention on learning fundamental movement skills in kindergarten children. The present study aimed to compare the effectiveness of internal and external focus of attention on learning and transfer of a throwing skill in kindergarten children. Participants were 51 children (5-6 years), boys and girls, who were randomly selected and assigned into three groups: two experimental (internal and external focus respectively) and one control group. The movement form and the outcome of a throwing task were evaluated. It was found that both experimental groups improved over time, in both movement form and outcome. During the transfer test, the external focus group was better than the internal focus group in movement form; however, there were no differences in movement outcome. It is concluded that both the external or internal focus of attention improved over time the movement outcome and form of the throwing skill. Since the acquisition of sports skills requires the acquisition of fundamental motor skills, further research is needed to investigate the effect of the external or internal focus of attention on fundamental movement skills in kindergarten children.

Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

The present study aimed to examine cross-cultural differences in fundamental movement skills (FMS) proficiency levels in children aged 9–10 years old in England and China, using a process-oriented FMS measurement. Four FMS (run, jump, throw, catch) were measured using the Test of Gross Motor Development-2 (TGMD-2). The sample consisted of 272 (58.3% boys, 41.7% girls) Chinese children and 273 (48.7% boys, 51.3% girls) English children. ANCOVA analysis for the raw FMS scores showed significant sex by country interaction ( P = .022, partial η2 = .01). Chinese children scored higher than English children on total FMS, locomotor, and object control skill subsets. Additional Chi-squared analyses revealed significant differences regarding mastery levels of skills, with a higher proportion of Chinese children being classified as having advanced skill proficiency across three of four selected FMS (i.e. run, throw, and catch). The substantial cross-cultural differences found may be related to aspects such as Physical Education (PE) provision and process, educational policy, and other physical activity opportunities (e.g. extracurricular organised sports). Our findings require further examination of the contextual influences, in order to understand the optimal strategies that promote children's FMS development through PE, youth sports, or physical activity promotion.