Object Control Skills Research Articles

The Remedial Values of Adaptive Ball Types for Children with Autism Spectrum Disorders

Previous studies in the area of motor impairments in children with autism spectrum disorders (ASDs) have warranted an urgent need to review interventions that support fundamental movement skills (FMS). This paper intends to investigate the effectiveness of adaptive ball types used within Physical Education (PE) on the object control proficiency (a subgroup of FMS), in children with ASDs. Following pilot work, 12 children (aged 14.70 ± 2.70) performed four object control tasks (throwing, catching, kicking and soccer style dribbling), using three different ball types (the Developmental Ball, an underweight ball and a control ball). A repeated measures ANOVA was run to statically analyse performance scores. The ANOVA indicated that the type of ball used (f(2,22) 22.798, p<0.001), activity undertaken (f(3,33)= 12.377, p<0.01) and the interaction between the two (f(6,66)=-70.163, p<0.01) ultimately, had a significant effect on motor proficiency. Moreover, the Developmental Ball proved to be consistently beneficial across the object control skills, with post hoc t-tests showing strong significance against the underweight ball in kicking (t(11)=-3,031, p<0. 033) and soccer style dribbling (t(11)=-8.603, p<0.016). This paper concludes Skogstad’s creation to be an invaluable blueprint for the development of fundamental object control skills, in children with ASDs.

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.

Are we assessing motor competence? Evidence-informed constructs for motor competence in preschoolers through an Exploratory Graph Analysis

ABSTRACT Motor competence (MC) is conceptually defined as a multidimensional latent construct that covers the proficient performance in motor skills and its underlying mechanisms This study aimed to statistically provide arguments that MC is a network of interconnected constructs, such as FMS, coordination, and its underlying mechanisms, which are responsible for preschoolers’ proficiency in motor tasks. Participated 102 preschoolers (65 girls, M age = 4.22 ± 0.19) who were assessed for the Test of Gross Motor Development − 2nd edition, the Motor Competence Assessment, and the Supine-to-Stand. Data were explored using Exploratory Graph Analysis, using the EGAnet package in RStudio. A four-dimensional structure (61.2% of interactions) comprising tasks of the different protocols was underlined, in which all the nodes presented stable and adequate indexes (≥0.65; TEFI = –2.67). Four dimensions of MC were highlighted, namely Dimension 1, which combined movements for locomotor patterns; Dimension 2, comprising three process-oriented measures of object control skills to project objects; Dimension 3, which comprised of skills which require body coordination to displace body through space; and Dimension 4, composed by object control skills evaluated through product-oriented measures. For a better understanding of MC, the assessment of these different aspects that comprises MC should be considered.

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.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

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.

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.

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.

Effects of a staff-led multicomponent physical activity intervention on preschooler's fundamental motor skills and physical fitness: The ACTNOW cluster-randomized controlled trial

BackgroundFundamental motor skills (FMS) and physical fitness (FIT) play important roles in child development and provide a foundation for lifelong participation in physical activity (PA). Unfortunately, many children have suboptimal levels of PA, FMS, and FIT. The Active Learning Norwegian Preschool(er)s (ACTNOW) study investigated the effects of a staff-led PA intervention on FMS, FIT, and PA in 3–5-year-old children.MethodsPreschools in Western Norway having ≥ six 3–4-year-old children were invited (n = 56). Of these, 46 agreed to participate and were cluster-randomized into an intervention (n = 23 preschools [381 children, 3.8 yrs., 55% boys]) or a control group (n = 23 [438, 3.7 yrs., 52% boys]). Intervention preschools participated in an 18-month PA intervention involving a 7-month staff professional development between 2019 and 2022, amounting to 50 h, including face-to-face seminars, webinars, and digital lectures. Primary outcomes in ACTNOW were cognition variables, whereas this study investigated effects on secondary outcomes. FMS was measured through 9 items covering locomotor, object control, and balance skills. FIT was assessed as motor fitness (4 × 10 shuttle-run test) and upper and lower muscular strength (handgrip and standing long jump). PA was measured with accelerometers (ActiGraph GT3X +). All measures took place at baseline, 7-, and 18-month follow-up. Effects were analysed using a repeated measures linear mixed model with child and preschool as random effects and with adjustment for baseline scores.ResultsParticipants in the intervention preschools showed positive, significant effects for object control skills at 7 months (standardized effect size (ES) = 0.17) and locomotor skills at 18 months (ES = 0.21) relative to controls. A negative effect was found for handgrip strength (ES = -0.16) at 7 months. No effects were found for balance skills, standing long jump, or motor fitness. During preschool hours, sedentary time decreased (ES = -0.18), and light (ES = 0.14) and moderate-to-vigorous PA (ES = 0.16) increased at 7 months, whereas light PA decreased at 18 months (ES = -0.15), for intervention vs control. No effects were found for other intensities or full day PA.ConclusionsThe ACTNOW intervention improved some FMS outcomes and increased PA short-term. Further research is needed to investigate how to improve effectiveness of staff-led PA interventions and achieve sustainable improvements in children’s PA, FMS, and FIT.Trial registrationClinicaltrials.gov, identifier NCT04048967, registered August 7, 2019.FundingACTNOW was supported by the Research Council of Norway (grant number 287903), the County Governor of Sogn og Fjordane, the Sparebanken Sogn og Fjordane Foundation, and the Western Norway University of Applied Sciences.

Associations between fundamental movement skills and accelerometer-measured physical activity in Chinese children: the mediating role of cardiorespiratory fitness.

The associations of fundamental motor skills (FMS), health-related physical fitness (e.g., cardiorespiratory fitness, CRF), and moderate-vigorous physical activity (MVPA) have been demonstrated in Western children, but these associations have not yet been validated in a sample of Chinese children. The aims of this study, therefore, were to examine the association between FMS subdomains and MVPA in a sample of Chinese children and to evaluate whether this association is mediated by CRF. A cross-sectional study consisting of 311 children aged 8-12 years (49.2% girls; mean age = 9.9 years) from Shanghai was conducted. FMS, CRF and MVPA were assessed using the Test of Gross Motor Development-3rd Edition, Progressive Aerobic Cardiovascular Endurance Run and ActiGraph GT3X accelerometers. Preacher & Hayes's bootstrap method was used to test the mediating effects of CRF on the association between FMS and MVPA. CRF fully mediated the association between total FMS and MVPA in girls (indirect effects, b = 0.21, 95% CI [0.07-0.37]), while the mediation was only partial in boys (indirect effects, b = 0.12, 95% CI [0.01-0.26]). CRF fully mediated the association between locomotor skills and MVPA in girls (indirect effects, b = 0.27, 95% CI [0.09- 0.51]), whereas CRF partially mediated the association between object control skills and MVPA in boys (indirect effects, b = 0.15, 95% CI [0.18-0.35]). In order to better design and implement sex-specific interventions aiming to increase MVPA, it is essential to consider FMS subdomains and CRF alongside the sex differences in the association between them.

Move Well, Feel Good: Feasibility and acceptability of a school-based motor competence intervention to promote positive mental health.

In response to the adverse impacts of the COVID-19 lockdown measures Move Well, Feel Good (MWFG) was developed as a school intervention using improvement of motor competence as a mechanism for promoting positive mental health. Study objectives were to evaluate the feasibility and acceptability of MWFG and to describe changes in child-level outcomes. Five northwest England primary schools were recruited. MWFG was delivered over 10-weeks through physical education (PE) lessons, which were supplemented by optional class-time, break-time, and home activities. The intervention focused on development of 9-10 year-old children's motor competence in locomotor, object control, and stability skills, and psychosocial skills. Feasibility was evaluated against nine pre-defined criteria using surveys, interviews (teachers), and focus groups (children). Pre- and post-intervention assessments of motor competence, mental health, prosocial behaviour, wellbeing, and 24-hour movement behaviours were also completed. The five recruited schools represented 83% of the target number, 108 children consented (54% of target) with teachers recruited in all schools (100% of target). Intervention dose was reflected by 76% of the 45 scheduled PE lessons being delivered, and adherence was strong (>85% of children attending ≥75% of lessons). Positive indicators of acceptability were provided by 86% of children, 83% of PE teachers, and 90% of class teachers. Data collection methods were deemed acceptable by 91% of children and 80% of class teachers, and children spoke positively about participating in the data collection. Child-level outcome data collection was completed by 65%-97% of children, with a 3%-35% attrition rate at post-intervention, depending on measure. Favourable changes in motor competence (+13.7%), mental health difficulties (-8.8%), and prosocial behaviour (+7.6%) were observed. MWFG is an acceptable and feasible motor competence intervention to promote positive mental health. Content and delivery modifications could inform progression to a pilot trial with a more robust design.

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children: Results from the REACT project.

To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children. This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking, catching, throwing, and underarm rolling) were assessed with a categorical scale using the Meu Educativo® platform. Body Mass Index (BMI) was calculated and transformed into z-scores. Moderate-to-vigorous physical activity (MVPA) and sedentary time were monitored with accelerometry (ActiGraph wGT3X-BT) for seven consecutive days. Family socioeconomic status (SES) was obtained from the Portuguese social support system. Ordinal multilevel logistic regression was used to analyze the associations of weight status, MVPA, sedentary time and SES with FMS, adjusted for sex and age. Boys (odds ratio (OR) = 6.54; 95% CI: 5.13-8.36) and older children (OR = 2.04; 95% CI: 1.85-2.26) were more likely to achieve higher FMS scores. Children with obesity (OR = 0.60; 95% CI: 0.45-0.80), those less active (OR = 0.56; 95% CI: 0.42-0.75) and children with more sedentary time (OR = 0.86; 95%CI: 0.77-0.97) were less likely to score high on FMS. Family SES was not significantly associated with FMS scores. Primary school children's FMS are significantly related to biological and behavioral factors but not to family SES. These findings highlight the need for suitable strategies to enhance children's FMS proficiency, considering differences in these characteristics. Fostering adequate motor skill proficiency levels will assist in establishing a robust foundation for healthy lifestyles of all children.

The Relationship between Physical Activity and Motor Competence of Foundation Phase Children in Wales during the School Day.

Early childhood is a crucial time for children to develop their fundamental motor skills (FMS), serving as a foundation for engagement in lifelong physical activity (PA). With increasing concerns over the declining levels of PA and motor competence (MC), the aim of this study was to explore the predictors of PA in children in a play-based curriculum. A secondary purpose was to explore levels of PA and MC during the school day. The final aim was to explore whether there were sex differences. Children (N = 94; Mage = 68.96 months, SD = 8.25) in five classes from four different schools in Wales were tested on the TGMD-2, standing long jump, and MABC-2. Levels of PA were measured using ActiGraph GT3X-BT accelerometers, and 85 children met the wear time criteria. Object control (OC) skills, standing long jump, and age significantly predicted the percentage of time spent performing sedentary behaviours F(10,73) = 3.026, p = 0.003, R2 = 0.29 (adj R2 = 0.20) and time spent on MVPA F(10,73) = 3.597, p < 0.001, R2 = 0.33 (adj R2 = 0.24). Children spent an average of 48.7% of the school day performing sedentary behaviours and 9.1% performing moderate to vigorous physical activity (MVPA) and did not achieve 60 min of MVPA. The MABC revealed that 67% were below the 15th percentile. Girls spent more time than boys performing sedentary behaviours (p = 0.014), and boys spent more time than girls on MVPA (p = 0.004). Boys outperformed girls at OC skills (p < 0.001), while girls outperformed boys at locomotor skills (p < 0.001). These findings reinforce the pivotal role teachers and parents play in providing opportunities for children to be PA. OC skills and jump were positively associated with PA, emphasising the importance of developing FMS in early childhood. There were also sex disparities for both PA and MC, along with low levels of MC, highlighting the need for investing in comprehensive programmes and initiatives that prioritise the development of FMS during early childhood.

Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool.

Fundamental movement skills (FMS), considered as building blocks of movement, have received growing interest due to their significant impact on both present and future health. FMS are categorized into locomotor, object control and stability skills. While there has been extensive research on assessing the proficiency and reliability of locomotor and object control skills, stability skills have received comparatively less attention. For this reason, this study aimed to assess the test-retest, intrarater and interrater reliability of five stability skills included in the Alfamov app. The performance of eighty-four healthy primary school children (60.8% girls), aged 6 to 12 years (mean ± standard deviation of 8.7 ± 1.8 years), in five stability skills was evaluated and scored by four raters, including two experts and two novices. The Alfamov tool, integrating various process-oriented tests, was used for the assessment. Reliability analyses were conducted through the computation of the intraclass correlation coefficient (ICC) along with the corresponding 95% confidence intervals. Good-to-excellent intrarater reliability, excellent interrater reliability and moderate-to-good reliability in the test-retest were achieved. The results proved that Alfamov is a robust test for evaluating stability skills and can be suitable for use by different professionals with less experience in assessing children's motor competence.

The role of fundamental movement skills on children’s physical activity during different segments of the school day

BackgroundAlthough prior studies have demonstrated that children with high levels of fundamental movement skill (FMS) are more active throughout the day, little is known about children’s FMS and their physical activity (PA) during different segments of the school day (e.g., recess, lunch break, and physical education). The present study focused on FMS and moderate-to-vigorous PA (MVPA) during school day and identifies the association between children’s FMS and MVPA during different segments of the school day in China.MethodsA total of 322 children (boys n = 163, girls n = 159; Mage = 8.12, SD = 1.22 years) from four elementary schools involved in this study. Children’s FMS and MVPA were measured using the Test of Gross Motor Development-2nd edition (TGMD-2) and hip-mounted accelerometers. Data such as height, weight, and socio-economic status (SES) were also obtained. Multilevel mixed regression models were used to examine the cross-sectional associations between FMS and MVPA. Models were adjusted for gender, age, standardized body mass index, and SES.ResultsChildren engaged in 32.19 min of MVPA during the whole school day. Boys were more active than girls and had higher object-control skills competency. Locomotor skills were positively associated with children’s long recess (B = 1.063) and short recess time (B = 1.502) MVPA. Object-control skills were positively correlated with children’s MVPA time during long recess (B = 1.244) and physical education (PE) lessons (B = 1.171).ConclusionThe findings highlight the importance of developing both locomotor and object-control skills in elementary schools to lead more MVPA engagement during different segments of the school day.

The role of learning strategies on object control skills is reviewed from coordination in children

The ability to control objects is an ability that children must master. Mastery of object control is obtained from one of them from the learning process obtained at school. This learning process can provide students with learning strategies. The study aimed to determine the effect of learning strategies and coordination skills on the ability to control objects in children in elementary school. This research method is quasi-experimental, involving 60 male and female students in grade 5, and the sampling technique used is total sampling. The instruments used in this study on object skills used the test of gross motor development 2nd edition subtest. Movement coordination data uses instruments consisting of anthropometry, balance beams, moving sideways, jumping sideways, and eye-hand coordination. The data were analyzed using the two-way analysis of variance (ANOVA) technique with the help of SPSS 26. Based on the research findings, the TGfU learning approach group had the best average score of 33.86 among other groups. The conclusions of this study show that the object control ability of students with low coordination is better if given conventional learning strategies than TGfU, as evidenced by a value (p &lt; 0.05). The conclusion that can be drawn from this study is that TGfU learning strategies influence the ability to control objects in children in elementary school, and there is an interaction between coordination and learning strategies.

Process- and Product-Oriented Fundamental Movement Skills in Early Childhood as Predictors of Later Health-Related Fitness.

The skill domains of fundamental movement skills (FMS), emphasizing gross motor movements, including locomotor skills (LMS) and object control skills (OCS), along with process- and product-oriented measures of FMS, may predict cardiorespiratory fitness (CRF) and muscular fitness (MF) differently. This study investigates the longitudinal relationship from early childhood FMS, focusing on process-oriented LMS and OCS and product-oriented FMS, to CRF and MF in late childhood. The study involved 441 Finnish children (49.9% female; mean age at baseline, 5.5 yr) over a 6-yr period. FMS was evaluated using the Test of Gross Motor Development, third version, for process-oriented LMS and OCS, and the Körperkoordinationstest Für Kinder (KTK) was used to evaluate the product-oriented FMS. CRF was assessed through the total number of laps completed in the 20-m shuttle run test, whereas MF was measured via repetitions of curl-ups and push-ups. Employing a two-level cross-classified regression analysis and Cholesky decomposition, this study aimed to determine the contributions of product-oriented KTK and process-oriented LMS and OCS. Adjustments for variations in age, measurement intervals, and maturation were achieved through residualization. In addition, gender and body mass index were incorporated as covariates in the analysis. The analysis revealed that process-oriented LMS (CRF: Δ R2 = 0.016; MF: Δ R2 = 0.014) significantly predicted later health-related fitness, whereas OCS did not. However, KTK exhibited a better ability to predict both CRF (Δ R2 = 0.092) and MF (Δ R2 = 0.032), overshadowing process-oriented measures. In conclusion, the findings suggest that KTK, which potentially encompasses a broader spectrum of fitness elements along with FMS, more effectively predicts health-related fitness components than process-oriented FMS.

Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study.

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.