Locomotor Skills Research Articles

A systematic review of parenting and feeding practices, children’s feeding behavior and growth stunting in Asian countries

ABSTRACT This systematic review evaluates studies focusing on parenting and feeding practices, children’s feeding behavior, and growth stunting in Asian countries. Eight electronic databases were searched to screen studies published between Jan 2015 and May 2021. There were contradictory findings related to gender differences in growth stunting and factors that reinforce/facilitate or inhibit acquisition of optimum growth in children. Theme of parenting practices showed that time spent on childcare, traditional beliefs about child-care feeding and responsive feeding were also contributing factors. Amidst economic improvement, political, social changes, and worldwide execution of various nutritional programs, stunting continues to be relentlessly persistent and widespread in Asia. Undernutrition disturbs areas of the mind involved in reasoning, reminiscence, locomotor skills and also an adverse influence on the physical and psychological growth of children and ensuing learning capabilities. Stunted children have more anxiety and depression and lower self-esteem than non-stunted children. A public health strategy is required to: (i) properly examine stunting with time through collaborated efforts of community members and various sectors, (ii) tackle malnutrition with steps to enhance maternal nutrition during pregnancy, infant feeding practices and (iii) involvement of effective multi-sectoral partnership programs for management of stunting.

Influence of physical activity home environment on fundamental movement skills development in Chinese preschoolers: mediating role of moderate-to-vigorous physical activity

BackgroundResearch on how the physical activity home environment affects fundamental movement skills (FMS) in preschool children in China is limited. However, the role of moderate-to-vigorous physical activity (MVPA) in this relationship is still unclear. This study aims to analyze gender differences in FMS, explore associations between the physical activity home environment, MVPA, and FMS, and investigate MVPA's mediating role in these relationships.MethodsWe recruited 169 preschool children (95 boys, 74 girls; mean age 4.9 years) from four kindergartens in Hengyang, China. The Family Environment Scale on Motor Development for Preschool Urban Children (FESMPD) assessed physical activity home environment. Objective measurement of MVPA used ActiGraph wGT3-BT accelerometers. The Test of Gross Motor Development-3 (TGMD-3) evaluated FMS. Statistical analyses were conducted using the PROCESS macro in SPSS, with sociodemographic variables as controls.ResultsBoys exhibited significantly higher levels of MVPA, parenting style, locomotor skills, and object control skills compared to girls (P < 0.05). MVPA, parenting style, and FMS showed positive correlations (R = 0.355–0.568, P < 0.05). Similarly, MVPA was positively correlated with the physical activity home environment (β = 0.237–0.568, P < 0.05). Parenting style emerged as a significant predictor of children's MVPA levels (β = 0.956, P < 0.001), and MVPA was a predictor of the development ofFMS and its subdomains (β = 0.097–0.207, P < 0.05). Furthermore, MVPA partially mediated the relationship between parenting style and the development of FMS in preschool children. The physical environment was also a significant predictor of children's MVPA (β = 0.637, P < 0.05), and in turn, MVPA predicted the development of FMS and its subdomains (β = 0.188–0.343, P < 0.01). Notably, MVPA fully mediated the relationship between the physical environment and the development of FMS.ConclusionOverall, this study highlights the important roles of physical activity home environments and individual levels of MVPA in developing FMS in preschool children, noting significant gender differences. Parenting style greatly affects both MVPA and FMS development, while the physical environment fully mediates this relationship. Collaborative efforts among kindergartens, families, and communities are essential to support MVPA and improve FMS development.

The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities

IntroductionChildren with intellectual disability tend to exhibit lower performance in fundamental movement skills, such as locomotor skills, object control skills, and balance, compared to their typically developing peers. Evidence suggests that physical activity programs tailored for individuals with intellectual disabilities can positively influence the development of their motor skills. Similar to typically developing children, physical activity in children with intellectual disabilities stimulates not only physical development, but also brain function, resulting in cognitive benefits. However, the extent of physical activity’s impact on the cognitive functioning of this population remains insufficiently explored. The aim of our study was to assess the effectiveness of a motor exercise program based on the Bilateral Integration method implemented for pupils with moderate intellectual disabilities.MethodsThe sample consisted of 27 pupils with moderate intellectual disability (13 in the intervention group and 14 in the control group) from two special schools in Poland. Pupils in the intervention group participated in a modified version of the Bilateral Integration School Program - a 26-week physical activity program that included both individual and group sessions. The assessment of cognitive functioning, using the Fifth Edition of the Stanford–Binet Intelligence Subtests, was conducted over three time points in both groups: a pre-test before the intervention (T1), a post-test after the intervention phase end (T2) and a follow-up assessment three months after the post-test (T3).ResultsSignificant effects of the intervention compared to the control group were observed in certain cognitive variables. Repeated measures ANOVA revealed a significant group-by-time interaction for the Nonverbal Visual-Spatial Processing score, Nonverbal Working Memory score, as well as Verbal Fluid Reasoning.DiscussionThe original program based on the Bilateral Integration method proved effective for pupils with moderate intellectual disability. Preliminary results indicate improvements in cognition, particularly in working memory and visual-spatial processing. Further studies are necessary to assess the program’s efficacy comprehensively.

Cross-Sectional Survey of Gender Differences in Gross Motor Skills Among Preschool Children in Jinhua City, China

BackgroundWhile gender differences in ball skills are widely recognized, the differences in locomotor skills remain unclear. This study aims to explore these gender differences among preschool children in Jinhua City, China, and to examine the influence of evolutionary factors and local cultural activities on these skills. MethodsA cluster random sampling method was employed to select 777 preschool children aged 5.1 to 6.7 years from seven kindergartens in Jinhua, Zhejiang Province, Eastern China. The Test of Gross Motor Development-Third Edition (TGMD-3) was used to assess GMS, including locomotor and ball skills. ResultsBoys outperformed girls in ball skills, such as underhand throwing, catching, two-handed striking, and kicking. However, no significant overall gender differences were found in locomotor skills. A deeper analysis revealed that boys excelled in running-related tasks, whereas girls performed better in skipping-related tasks. These findings suggest that TGMD-3 locomotor skills should be divided into running-related and jumping-related categories. The results also show that not all ball skills are dominated by boys, indicating the impact of environmental factors. The findings highlight the role of both evolutionary factors and local cultural activities in shaping these specific gender differences. ConclusionThe study's cross-sectional design provides a snapshot of existing gender differences in motor skills among preschool children. The results suggest the need for gender-sensitive physical education programs to address these disparities early on. Future research should utilize longitudinal methods and objective measures to further understand the development of these skills over time and the underlying factors contributing to these differences.

Effect of Functional Training on Fundamental Motor Skills Among Children: A Systematic Review

ObjectivesFundamental motor skills (FMS) are the foundation of children’s movement, requiring tailored training and guidance for development. As an emerging training method, functional training is optimistic in promoting the development of children’s fundamental motor skills. However, current studies have not assessed the effect of functional training on fundamental motor skills. This review aims to address this gap by evaluating the effects of functional training on fundamental motor skills. DesignA search was conducted in five databases: PubMed, Scopus, ProQuest, Web of Science, and SPORT Discus, from January 2000 to June 2023. MethodThis search followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. ResultsThe results of the search identified a total of twenty-six articles. Improvements were primarily demonstrated in the three main areas of fundamental motor skills: locomotor skills (n = 17), balance skills (n = 10), and object control skills (n = 2). ConclusionsThe results suggest that functional training programs can improve children’s fundamental motor skills. Existing evidence also concludes that functional training significantly impacts locomotor and balance skills, whereas further research is required to confirm its positive effects on object control skills.

Influence of breastfeeding type and gender on child development: differences in global and fine motor skills.

There are few studies that approach the subject of breastfeeding related to the development of motor skills. The study aimed to verify if there are differences in the global and fine motor skills, considering the variables gender and type of breastfeeding, in children from 18 to 44 months. We developed a quantitative correctional typology, being a cross-sectional study with a sample of 128 children of both genders. The instruments used in the study were the Peabody Developmental Motor Scales-2, and to assess the profile of the children a questionnaire was delivered to the parents. To test the normality of the sample, we applied the Kolmogorov-Smirnov Test and the Shapiro-Wilk Test. The Mann-Whitney U-Test was used for independent samples, also calculating the effect size. The boys obtained higher mean values in all motor skills, except for the fine motor skills and fine motricity, and in these, the girls obtainied the higher mean values. With respect to the inferential analysis, concerning the variable gender, there are statistically significant differences (P<0.00) in the variables: locomotor skills, object handling skills, global motricity and global motor quotient (P=0.017) the boys exhibiting the higher values, which means the better performances. We also verify that children who were not breastfed with breast milk, through feeding bottle with replacement milk, obtained higher mean values in all motor skills when compared to the ones who were breastfed with breast milk, and there is a statistically significant difference in the variable fine manipulation skills (P=0.024). Male children obtained better results in all motor skills, except for fine motricity, comparing with female children. Regarding breastfeeding, the children who were not breastfed with breast milk, show better results, mainly in Fine manipulation skills, which may be due to the previous need to handle the bottle on early age.

Associations Between Fundamental Motor Skill Domains and Physical Fitness Components in 5-11-Year-Old Children

High competence in fundamental motor skills (FMS) and adequate physical fitness (PF) levels are a solid foundation for acquiring an active and healthy lifestyle during childhood and adolescence. In this cross-sectional study, we aimed to compare gender and age groups and identify correlations between FMS and PF in young elementary school students. We used a structured questionnaire to gather sociodemographic information from parents, and we characterized the children’s economic profile with the Brazil Social Economic Status Criterion. We collected FMS data using the Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS), and we used the Brazil Sports Project Battery Test to measure PF levels. Statistical analyses involved descriptive data and inferential tests to determine group differences in FMS and PF levels. Hierarchical regression helped identify the associations between FMS and PF, as controlled by sociodemographic factors. Participants were 720 students (and parents) of both genders (383 girls, 337 boys; M age = 8.8, SD = 1.52 years) from grades 1 to 5 in an elementary school in a municipality in the western region of the Paraná state in Brazil. The results showed significant differences in children’s motor skills and PF based on gender and age. The hierarchical regression model showed different combinations of flexibility, abdominal resistance, upper limb strength, agility, speed, and lower limb strength, which explained 33.7% of the variability in the global FMS index, 41% of the variability in manipulative skills, and 12.7% of the variability in locomotor skills. In addition, there was a positive association between FMS and PF related to neuromuscular development for both sexes, regardless of age.

Relationships between gross motor skills, psychological resilience, executive function, and emotional regulation among Chinese rural preschoolers: A moderated mediation model

BackgroundEmotional regulation is a critical component of emotional intelligence, particularly during the preschool stage, a key period for children's development. Previous studies have demonstrated that executive function mediates the effect of gross motor skills on emotional understanding. However, studies specifically focusing on children from rural areas and investigating the role of psychological resilience are limited. The present study fills this knowledge gap by examining the effect of gross motor skills on emotional regulation and the roles of executive function and psychological resilience among Chinese rural preschool children. MethodsThis study included 430 children (aged 61.01 ± 6.98 months, 48.8 % boys) and their teachers from three rural preschools in China. Children's gross motor skills, including locomotor and object control skills, were assessed using the Test of Gross Motor Development-3. Executive function was measured using the Head-Toes-Knee-Shoulder task, and emotional regulation was assessed using the Emotional Regulation Checklist. Furthermore, psychological resilience was examined using the Devereux Early Childhood Assessment. Demographic information was collected, and the cross-sectional relationships between gross motor skills and emotional regulation were investigated through mediation and moderation analyses. ResultsGross motor skills, executive function, and psychological resilience were associated with emotional regulation (p < 0.05), after controlling for sex, age, and only-child status. Executive function was found to mediate the relationship between gross motor skills and emotional regulation, with a mediation effect of 0.045. Psychological resilience moderated the relationship between executive function and emotional regulation (β = 0.078, p < 0.05). Simple slope analysis, based on categorizing psychological resilience into high, medium, and low groups, revealed that preschoolers with a higher level of psychological resilience exhibited a significantly stronger predictive effect of executive function on emotional regulation (β = 0.202, p < 0.01). ConclusionsGross motor skills significantly affect emotional regulation development in rural preschoolers, with executive function acting as a mediator in this relationship. Psychological resilience was found to moderate the effect of executive function on emotional regulation. The findings suggest that enhancing gross motor skills through physical activities can benefit children by promoting the development of executive function, which is crucial for emotional regulation. On the basis of our findings, we recommend focusing on cost-effective physical activity interventions for motor skills development among rural children while also addressing the development of executive function and psychological resilience. Future efforts should include workshops to improve physical literacy of parents and teachers regarding children's gross motor skills promotion.

The impact of an early childhood educator e-Learning course on young children’s fundamental movement skills: A cluster randomized controlled trial

ABSTRACT Early childhood educators (ECEs) are ideally positioned to support the development of children’s fundamental movement skills (FMS). However, ECEs have little specialised training to support the development of FMS in young children. This study aimed to assess the impact of an e-Learning course on the FMS of preschool-aged children. 145 Preschool-aged children and 42 ECEs from 12 childcare centres participated in the study. ECEs in the experimental group were asked to complete the e-Learning course. A subsample of children (n = 48) was objectively assessed using the Test of Gross Motor Development 3rd Edition (TGMD-3). Additionally, parents of all participating children reported perceptions of their child’s FMS to understand if they knew how well their child was progressing. Findings showed a significant increase in TGMD-3 assessed locomotor skills from baseline to follow-up in the intervention group compared to the control group and total FMS but not objective control skills. Parent-reported FMS increased in the intervention group for all locomotor, object control skills, and total FMS. However, the intervention effect for all three measurements was not significant. The results from this study highlight the potential utility of online professional development for ECEs as an approach to improving young children’s FMS.

Increased Salivary BDNF and Improved Fundamental Motor Skills in Children Following a 3-Month Integrated Neuromuscular Training in Primary School.

Brain-derived neurotrophic factor (BDNF) is a protein involved in synaptic transmission and neuronal plasticity, which underlie the processes of learning and memory formation. Acute exercise and exercise training increase BDNF concentration. We aimed to evaluate the effects of a 3-month integrated neuromuscular training (INT) on salivary BDNF concentration and the mastery of fundamental motor skills in school-aged children. An additional goal was to explore the associations between potential changes in BDNF and fundamental motor skills. Sixty-seven primary school-aged children were randomly allocated to control (N = 32; 7.52 ± 0.31 y) or INT groups (N = 35; 7.56 ± 0.29 y). A 3-month INT was applied during the warm-up of physical education (PE) classes, twice weekly. Salivary BDNF was measured using a sandwich-enzyme-linked immunosorbent assay and the mastery of fundamental motor skills was assessed using the CAMSA test, at baseline and after 3 months. The children in the INT group, as compared to the children in the control group, exhibited higher salivary BDNF (F = 8.865; p = 0.004), higher scores for sidestep (F = 13.240, p = 0.001), 1-foot hop (F = 11.684, p = 0.001), kick (F = 4.010, p = 0.050), the sum of locomotor skills (F = 18.799, p < 0.0001), and the sum of control and manipulative skills (F = 8.151, p = 0.006), as well as the total sum of fundamental motor skills (F = 11.266, p = 0.001) after the 3 months. Interestingly, the increase in salivary BDNF concentration after the 3-month INT was associated with an improvement in locomotor skills (beta = 0.385; p = 0.039; adjusted R2 = 0.088) and the total improvement in fundamental motor skills (beta = 0.428; p = 0.020; adjusted R2 = 0.124). A school-based 3-month INT increased salivary BDNF and improved the mastery of fundamental motor skills in children, highlighting the positive impact of this intervention for a pediatric population.

Experimental Study: The Impact of Traditional Team Games on Gross Motor Locomotor Skills and Social Skills of Elementary School Children

Background: In the 21st century, children often prefer modern video games, which can lead to decreased physical activity and increased screen time. This lack of physical activity can result in poor motor skills and social skills among children. Motor and social skills are crucial for the development and growth of primary school children. Locomotor gross motor skills focus on walking, running, jumping, and skipping, which help children improve movement during physical activities. Social skills help children communicate with peers, understand friends, establish cooperation, and build healthy interpersonal relationships. It is believed that traditional games can help children aged 10‑12 improve their motor and social skills. Purpose: This study aims to analyze the impact of traditional team sports on optimizing locomotor gross motor skills and social skills in children aged 10‑12 years. Design/methodology/approach: This research study utilized a quasi‑experimental research method. The traditional games used in the study were gobak sodor and bakiak team. The study focused on children aged 10‑12 years. The instruments used for assessment were the Test of Gross Motor Development‑2 (TGMD‑II) for evaluating gross motor ability and a social skills questionnaire. The data were analyzed using a t‑test at a 5% significance level. Results and Conclusion: The analysis results of the first few t‑tests showed that the t‑count value (16.102) was greater than the t‑table value (2.093), and the p‑value (0.000) was less than 0.05. This indicates that there is an effect of traditional team games on the gross motor development of children aged 10‑12 years. The results of the second t‑test analysis also indicated that the t‑count value (14.912) was greater than the t‑table value (2.093), suggesting an effect of traditional team games on both gross motor abilities and social skills of children in the same age group. In the third t‑test analysis, the t‑count value was greater than the t‑table value, indicating differences between the experimental group and the control group. This suggests an effect of traditional team games on the development of gross motor skills and social abilities of children aged 10‑12 years.

Biopsychosocial and Environmental Correlates of Children’s Motor Competence: An Exploratory Study

BackgroundGiven the significance of motor competence (MC) for healthy development and as a cornerstone for lifelong physical activity (PA), it is crucial to understand the manifold factors that are associated with MC. Thus, the aim of the present study was to investigate correlates of children’s MC and their fundamental movement skills (FMS) within their daily life from a comprehensive biopsychosocial-ecological perspective.MethodsThis is a cross-sectional sub-study of the ‘Physical Literacy for Communities (PL4C)’ WAVES cohort study conducted in the West Vancouver School District, Canada. Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated.ResultsA total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. The group comprised 51% boys and 47% girls from 14 elementary schools. Most children were at an emerging MC-level (71%), while those at a competent MC-level exhibited significantly more daily minutes of MVPA (123 versus 109, p = 0.001). Additionally, they played outdoors more frequently and engaged in more instructor-led PA. The results revealed that logistical support from parents had not only a direct positive association with overall MC, both for girls and boys, but also with most of the FMS categories. However, the correlates of MC varied between genders and showed different patterns across the five FMS categories. While time spent in sports or coach-/instructor-led physical activities had a significant SEM generated direct effect only for boys’ MC and for locomotor, upper body object control and balance, the aesthetic design of the school grounds was only associated with girls’ MC and those same three FMS categories. Multivariate SEM could explain 26% of variance for girls’ MC and 30% for boys’.ConclusionsThis exploratory baseline assessment revealed parental logistical support as an important correlate of MC, irrespective of gender. There were distinct gender patterns across biopsychosocial-ecological correlates influencing MC and FMS. Despite the heterogeneity of the results, our findings indicate a potential role of school ground design in supporting the development of children’s MC, especially for girls.

"Track style" children's fundamental movement skills test: construction and verification of an efficient evaluation system.

This study aimed to develop an efficient tool for assessing children's fundamental motor skills, the "Track style" Children's Fundamental Movement Skills Test (TCFMST), based on theories of motor development integrated with Chinese cultural context and physical education teaching situations. Starting from a literature analysis, the study selected items from existing fundamental movement skill (FMS) assessments, textbooks, physical education and health standards, and children's movement guidelines to construct a pool of test items. Subsequently, the items were screened and optimized using the Delphi method. Finally, the feasibility, discrimination, difficulty, reliability, and validity of the constructed test were examined using testing methods. The TCFMST includes three dimensions: locomotive skills, body control skills, and manipulative skills, with a total of 10 items. The difficulty and discrimination of each item are appropriate; the correlation coefficients for retest reliability range from 0.789 to 0.943 (p < 0.01). The results of exploratory factor analysis indicate that the common factors align with the hypothesized three dimensions, indicating good structural validity of the test. The concurrent validity results show a correlation coefficient of -0.510 (p < 0.01) between the TCFMST and the total score of TGMD-3, indicating a moderate correlation between the two tests. The TCFMST developed in this study has good difficulty, discrimination, reliability, and validity. It also features strong operability, a short duration, and high interest. It can serve as an important tool for monitoring children's fundamental motor skill levels.

Fundamental movement skills proficiency in preschool-aged boys and girls: Family matters

ABSTRACT To investigate the associations of fundamental movement skill (FMS) proficiency with family factors, including socioeconomic status (SES) and caregiver characteristics, by sex in young children in China. Participants included 1,207 Chinese children aged 3–6 years in this cross-sectional study. Children’s FMS, consisting of locomotor skills and object control (OC) skills, were assessed. Information on family SES and caregiver characteristics was reported by the parents. Sex differences in outcomes and the associations of FMS with family factors by sex were examined using SPSS 26.0. Boys scored significantly higher than girls in terms of overall FMS and OC skills (both p < 0.01). There were significant and negative associations between children’s FMS and parental education level and parental body mass index (BMI), which varied by sex. Boys who were regularly cared for by parents had higher FMS and OC skill scores than did those who were primarily looked after by grandparents (both p < 0.01). This complex interplay between sex and family factors (i.e. parental education level, parental BMI, and the identity of primary caregiver) on FMS proficiency in young children underscores the urgent need for developing sex-tailored, family-involved, and socio-culturally adapted interventions to enhance FMS proficiency at the preschool stage.

Implementation and Evaluation of a Gait Training Assistant for the Use of Crutches: Usability Study.

Surgical procedures on the lower extremities often require weight-bearing on crutches as part of the rehabilitation process. Orthopedic elective procedures enable patients to learn the correct use of crutches in a controlled preoperative setting. Digital assistance systems can safely circumvent a shortage of skilled staff and any contact restrictions that may be necessary. The usability of a newly developed gait training assistant (GTA) for the use of crutches will be evaluated. An intervention group trained to use crutches by the digital trainer will be compared with a control group trained to use crutches conventionally by a physiotherapist. As part of the development and implementation of a novel GTA, 14 patients learned to walk with crutches by completing specific exercises while receiving live feedback. Their movements were detected by a depth sensor and evaluated in real time. Specific parameters (step length, synchronous movement, crutch angle, and crutch distance to the feet) were compared with a control group (n=14) trained to use crutches by physiotherapists. The intervention group was also assessed by a physiotherapist. At the end of the study, the patients completed questionnaires to evaluate the usability of the system (Brooke's System Usability Scale score) and patient satisfaction. All patients trained by the novel GTA were able to use crutches correctly. The intervention group showed significantly better values for crutch angle (mean -6.3°, SD 3.5° vs mean -12.4°, SD 4.5°; P<.001) and crutch position (mean 3.3, SD 5.1 cm vs mean -8.5, SD 4.9 cm; P=.02). Both groups reported that they felt confident in the use of crutches, were able to follow the instructions, and enjoyed the training. Even though the majority (12/14, 86%) preferred physical therapy over a purely digital approach, most participants enjoyed using the system (13/14, 93%) and were interested in trying out other digital assistants (11/14, 79%). The usability of the GTA was rated above average by the majority (9/14, 64%) of the patients. The newly designed GTA is a safe method of teaching the use of crutches and is statistically superior to training by a physiotherapist. Even if patients prefer interaction with a physiotherapist over a purely digital approach, digital devices provide a safe and motivating opportunity to learn the essential locomotor skills for rehabilitation.

Investigating Expert-Rater Agreement and Inter/Intra-Rater Reliability of Two Fundamental Movement Skills for the Locomotor Subscale of the FG-COMPASS.

The Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS) is an observational tool using sequential decisions to assess fundamental movement skill proficiency. The current version of the test has three locomotor and five manipulative skills. Adding two more locomotor skills to the assessment tool enriches its scope, enabling a more comprehensive and nuanced evaluation of individual movement skills. We assessed expert-non-expert rater agreement and inter/intra non-expert rater reliability of two new scales for the locomotor subscale. We divided this study into two parts. In Part I, we filmed 60 children aged 5-10years old who performed gallop and vertical jump skills. A motor behavior expert then classified the videotapes using our newly created rating scales. Next, we selected eight videos for training purposes and 24 videos for testing purposes. In Part II, 30 undergraduate students underwent rater training. Rating data were analyzed using weighted kappa (Kw) and the intra-class correlation coefficient (ICC), and these indices showed 'very good' agreement between the expert and the non-expert raters for vertical jump (Kw = .96) and gallop (Kw = .89). The ICC expert to non-expert rater values for vertical jump and gallop were .98 and .94, respectively; and mean kappa values for inter-rater reliability between non-experts were considered 'very good' for vertical jump (MKw = .92) and 'good' for gallop (MKw = .78). The ICC inter-rater values were .98 and .95 (considered 'excellent') for vertical jump and gallop, respectively; and the kappa intra-rater values were .96 and .85, respectively, with intra-rater ICC values .98 and .92. Thus, the proposed rating scales were reliable for assessing vertical jump and gallop. Future studies should focus on criterion-related validity and reliability evidence from live performances.

Developing Children's Motor Skills by Having Fun With Orff's Approach.

Environmental factors have a clear effect on children's motor development and can be manipulated; while biological factors are also powerfully influential, they are more resistant to intervention. Especially in restrictive environments (e.g., the recent pandemic-related shutdown), there can be increased importance to simple, fun, at-home, indoor programs. In this study, we investigated the effects on motor skill development of a movement education program based on the Orff approach, which has long been used in music education. This was an experimental research design involving 78 children, aged 6-7years old, in two groups (Control Group, n = 39; Experimental Group, n = 39). We used a simple randomization method to determine the groups. We measured the children's skill levels with the Test of Gross Motor Development-2 (TGMD-2), and we analyzed data using 2 × 2 repeated-measures analyses of variance (ANOVA). Our results revealed significantly greater improvement in the children's scores on object control (p < .001), locomotor skills (p < .001), and total TGMD-2 (p < .001) in the experimental group than in the control group. Thus, programs designed with music and rhythm can help ensure that children have fun and are better motivated to participate in activities that have a positive effect on their motor skills.

Validity and reliability of motor competence assessment as an instrument measuring fundamental motor skills for 12-year-olds in Indonesia

The research aims to assess the validity and reliability of the Motor Competence Assessment (MCA) instrument for 12-year-olds. The validity and reliability test provides a comprehensive framework for objectively measuring motor competence and identifying areas for intervention to enhance motor skill development. The study included 321 participants (156 male and 165 fe-male) from diverse Indonesian elementary school backgrounds. Motor competence assessment involved six test components, each conducted with two trials. Validity was assessed through exploratory factor analysis (EFA), and reliability was assessed via Cronbach's alpha, with raw data converted to a scale for EFA. The Kaiser-Meyer-Olkin (KMO) &amp; Bartlett Test results and the Sampling Ade-quacy (MSA) measure are suitable for running EFA because they show more than 0.50. The standards for each item were met in the Communalities test by showing an extraction of &gt;0.50 for each item. The MCA instrument proved valid because each test item (variable) firmly attaches to one instrument. Reliability tests, using Cronbach's Alpha, show that MCA instruments are reliable and usable. The Motor Competence Assessment (MCA) instrument demonstrates validity and reliability in measuring motor skills. Ex-ploratory factor analysis (EFA) identifies two main components: locomotor skills and stability and manipulative motor skills. Cronbach's alpha further confirms MCA's reliability. Its effectiveness in various contexts, including physical education and rehabilitation, supports targeted interventions. Understanding motor skill development with MCA enhances tailored approaches for individu-als, promoting physical well-being and performance. Keywords: physical education, motor skill, elementary school, assessment.

A model-free method to learn multiple skills in parallel on modular robots

Legged robots are well-suited for deployment in unstructured environments but require a unique control scheme specific for their design. As controllers optimised in simulation do not transfer well to the real world (the infamous sim-to-real gap), methods enabling quick learning in the real world, without any assumptions on the specific robot model and its dynamics, are necessary. In this paper, we present a generic method based on Central Pattern Generators, that enables the acquisition of basic locomotion skills in parallel, through very few trials. The novelty of our approach, underpinned by a mathematical analysis of the controller model, is to search for good initial states, instead of optimising connection weights. Empirical validation in six different robot morphologies demonstrates that our method enables robots to learn primary locomotion skills in less than 15 minutes in the real world. In the end, we showcase our skills in a targeted locomotion experiment.

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

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