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The earlier in life that a child can begin mastering fundamental movement skills (FMS), the more positive their physical activity (PA) trajectories and health outcomes are. To achieve sufficient development in FMS, children must be guided with tuition and practice opportunities. Schools and educators provide an opportunity for interventions that improve health behaviours and outcomes for children. The aim of this study was to use intervention mapping (IM) to design a programme of school-based intervention to improve FMS for children aged 4–5 years old. Following the six steps of IM, with each step comprising three to five tasks that require the input of a planning group formed by key stakeholders, a programme of intervention was planned. Prior knowledge and primary and secondary evidence was used to support the development of the programme. A logic model of the problem as well as logic models of change, programme design, production, implementation, and evaluation were proposed or completed within the study. The results can be used to begin to implement an FMS-focussed intervention within school settings within England and propose a sustainable and realistic approach for helping children to develop FMS with the support of well-informed educators who are confident to deliver better FMS practice and PA opportunities.

This study aims to investigate the relationship between motor skills at age 7 and spinal pain at age 11. The study included participants from the Danish National Birth Cohort. Data on motor skills were obtained from the Developmental Coordination Disorder Questionnaire, completed by the mothers when the children were 7 years old, and spinal pain was self-reported at age 11 for frequency and intensity of neck, mid back, and low back pain. This was categorized into “no,” “moderate,” or “severe” pain, based on frequency and pain intensity. Associations were estimated using multinomial logistic regression models. Data on both motor skills and spinal pain was available for 25,000 children. There was a consistent pattern of reporting more neck or mid back pain at age 11 for those with lower levels of fine motor skills and coordination scores at age 11. The relationship was significant for severe pain (the highest relative risk ratio being 1.87 and the lowest 1.18), but not for moderate pain (the highest relative risk ratio being 1.22 and the lowest 1.07). Gross motor skills were not associated with spinal pain, and there was no relationship between low back pain and motor skills. Conclusion: Our results indicate a link between motor development at 7 years of age and neck and mid back pain, but not low back pain, at 11 years of age. Improvement of motor skills in young children might reduce the future burden of neck and mid back pain and should be a target of future research. What is Known: • Spinal pain in preadolescence and adolescence is common and predisposes to spinal pain in adulthood. • Motor skills influence the biomechanics of movement and therefore has a potential impact on musculoskeletal health. What is New: • Poor fine motor- and coordination skills in childhood were associated with increased risk of severe neck- or mid back pain, but not low back pain, four 4 years later. • Poor gross motor skills were not associated with higher risk of later spinal pain.

Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert opinion of a mixture of academics and practitioners from a variety of fields (research, education, sport, physiotherapy, athletic therapy) to design a tool to measure both the fundamental and functional movement skills of children aged 8–12. A three-round Delphi poll with an international panel of 17 academics ( n = 8) and practitioners ( n = 9) was conducted. The consensus was that the assessment should assess (a) object manipulation, (b) locomotor, and (c) stability MC and the assessment layout should be dynamic, incorporating a hybrid model of stations and a circuit. Expert consensus was that most skills were to be performed using the dominant and non-dominant side, with object manipulation skills assessed using process and product criteria. The consensus was also that the assessment should have varied ‘layers’ of marking criteria to cater for varying assessor expertise and have a series of ‘add-on” elements to provide a more detailed evaluation should it be needed. These findings present the foundation and content validity of an assessment which takes a dualistic view of children's movement skills, that could be used across several environments (schools, sports clubs, clinical settings, etc.) and could be suitable for use with a large group of children.

The study aims were to 1) examine profiles of perception of motor competence (PMC) in relation to actual motor competence (AMC), i.e. under-estimators (UEs), realistic estimators (REs) and over-estimators (OEs) and 2) investigate associations between the profiles and selected socioecological factors at the individual, family and environmental levels. PMC (Pictorial Scale of Perceived Movement Skill Competence) and AMC (Test of Gross Motor Development-Third Edition) were administered to a representative sample of children from 37 childcare centres in Finland (n=441;6.2±0.6yrs;52% boys). Socioecological factors were investigated using a parental questionnaire. The three profiles were formed based on age- and gender-adjusted PMC and AMC z-scores. Multinomial logistic regression showed that OEs (n=81; p=0.04) tended to be younger than REs (n=306; p=0.04) and UEs (n=54; p=0.03). Parents of OEs reported more child health and developmental issues than parents of REs (p=0.03). Parents of UEs self-reported providing more support for physical activity than parents’ of REs (p=0.04). REs tended to live in denser population areas than UEs (n=54; p=0.03). Whilst PMC profiles revealed some socioecological differences, future research needs to focus on a broader range of potential correlates and untangle methodological analyses challenges to deepen the knowledge about PMC development in children.

The study aims were to 1) examine profiles of perception of motor competence (PMC) in relation to actual motor competence (AMC), i.e. under-estimators (UEs), realistic estimators (REs) and over-estimators (OEs) and 2) investigate associations between the profiles and selected socioecological factors at the individual, family and environmental levels. PMC (Pictorial Scale of Perceived Movement Skill Competence) and AMC (Test of Gross Motor Development-Third Edition) were administered to a representative sample of children from 37 childcare centres in Finland (n=441;6.2±0.6yrs;52% boys). Socioecological factors were investigated using a parental questionnaire. The three profiles were formed based on age- and gender-adjusted PMC and AMC z-scores. Multinomial logistic regression showed that OEs (n=81; p=0.04) tended to be younger than REs (n=306; p=0.04) and UEs (n=54; p=0.03). Parents of OEs reported more child health and developmental issues than parents of REs (p=0.03). Parents of UEs self-reported providing more support for physical activity than parents’ of REs (p=0.04). REs tended to live in denser population areas than UEs (n=54; p=0.03). Whilst PMC profiles revealed some socioecological differences, future research needs to focus on a broader range of potential correlates and untangle methodological analyses challenges to deepen the knowledge about PMC development in children.

Background Children around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta-analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity. Method The meta-analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R. Results The study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill. Conclusions Further investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.

Physical activity (PA) recommendations in the United Kingdom (UK) state that children aged 5 and under should be active for at least 180 minutes each day, with at least 60 from moderate to vigorous PA (MVPA). Good motor development aids children in participating in adequate levels of PA, and during the early years of childhood (3-5 years) children should begin to learn, practice, and develop fundamental movement skills (FMS). With declining childhood PA levels in the UK and a growing gap in PA performance due to deprivation, more must be understood about which key factors affect children’s FMS development and PA participation. Crucially, the appropriate support and intervention to improve these factors must be informed and underpinned by a theoretical and evidence base from this population and their environment. The aims of this thesis were to a) systematically review the literature available about 4-5 year old’s FMS, and accelerometer measured PA levels, including the variation in measurement methods employed, b) investigate educators perspectives of PA, FMS and physical education (PE) for early years foundation stage (EYFS) children, c) assess a sample of English EYFS children’s FMS competency and PA, finally, d) be the first to use intervention mapping (IM) to develop appropriate interventions to aid FMS development and PA participation in early childhood in school settings informed by the data sets collected through this programme of research. The initial study of this PhD systematically reviewed the literature available for children aged 4-5 years of age’s FMS levels and accelerometer-based PA levels. Following PRISMA guidelines 3 data bases were searched for appropriate articles before being screened for inclusion. Results showed that children’s FMS competency levels were lower than expected for their age, PA was generally underperformed at MVPA levels, and that stability measurements were wide and varied for this age group. The review also focussed on the measurement methods and issues within the research area, with suggestion on how some of these issues should be overcome or improved. The second study of the programme collected the perceptions that EYFS educators in England held about PA, FMS, and PE for children. Twelve educators (two headteachers, three external coaches, and seven EYFS teachers) took part in semi-structured individual interviews. Educators were from locations across England and taught in a range of SES schools and were predominantly female (n=9). Thematic analysis was employed to identify key themes formed from codes within verbatim transcription of the interviews. The five emergent themes were: PA and PE in the EYFS; the benefits of PA and PE for young children; the barriers and challenges to achieving sufficient PA/PE for children faced by educators, and children; educator knowledge of FMS and key opportunities for development; intervention experience, needs, and training delivery. The third study assessed the FMS competency, including balance (n=92), and accelerometer measured PA levels (n=54) of a sample of children from the central region of England attending the EYFS of school. This study aimed to understand the current achievement of English children and establish if a relationship between FMS and PA exists, and what variables may affect this. The key analysis showed that age tertiles of a school year (autumn, spring, and summer term births) had an effect on the children’s FMS competency level, with the oldest children achieving the best level of FMS competency. The participants with sufficient PA data showed that they were meeting PA guidelines of both total PA (180 minutes) and MVPA (60 minutes) according to British population cut points for wrist worn accelerometers. This study also was adapted for an online data collection during the coronavirus pandemic, this resulted in a very small sample of data collection, although this was not used in the synthesis of results. The important outcomes from this study included the challenges that are faced during remote data collection and recommendations of how to best collect data in these circumstances. This adds key knowledge to this area of research, particularly from a methodological perspective. The final study was the most novel in nature, employing IM, a six-stage process used to design and develop programmes of theory and evidence-based health promotion interventions. To our knowledge this study was the first to begin to use IM to plan FMS promotion interventions and particularly focuses on early childhood in English school settings. By using the data sets collected throughout this programme of research, in addition to a planning group of key stakeholders, each task of the six steps of IM were detailed, including the planning, and drafting of selected programme materials. This begins to guide the development of an EYFS school-based intervention to implement both at the school setting, local authority, and community setting, with consideration to the developments needed at policy level intervention. The studies in this thesis extend the knowledge within the area of PA and FMS in early childhood populations and specifically of those children at the start of school within English populations. The thesis has found that globally the literature reports FMS competency to be low in children aged 4-5 years and there is varying evidence surrounding performance PA levels, with a lack of consensus on how to best measure FMS and accelerometer measured PA in early childhood. This low global FMS competency is supported by the primary observations of 4–5-year-olds in central England, however these children did demonstrate sufficient PA levels, adding to the varying evidence available. Despite this, in England, educators reported that they value the use of PE and PA opportunities to help children develop physically, mentally, socially, and academically. Nonetheless, a lack of confidence in knowledge of FMS and application of how to teach and create opportunity leaves some teachers unable to promote and teach better FMS competency. Importantly, this thesis has developed a programme of FMS promotion interventions to be used in school settings and provided at teacher (implementer) and child (individual/participant) level. By considering the different levels of the socioecological model, the adaptability to meet different school’s needs across England can be achieved, which meets the aims of the IM process.

Thesis (Doctor of Education)--University of South Australia, 2023. Includes bibliographical references (pages 205-228) Fundamental movement skills (FMS) have long been considered important as a social justice concern with an underlying interest to advance physical competencies of children from disadvantaged backgrounds. For these students, school may be the only place they access resources to develop their FMS. This thesis presents a multifaceted investigation of the positioning of FMS within policy context, production and enactment. Findings reveal that understandings of what is considered ‘fundamental’ in relation to movement skills have changed over time within contingent historical moments. ‘Pedagogies of engagement’ provide opportunities for input and co-construction of learning experiences. Supporting the development of FMS in this way is a worthy justice outcome in the form of ongoing participation in meaningful, health promoting physical activity beyond the years of formal schooling.

Generalist teachers and early childhood educators (ECEs) play an important role in promoting physical activity and fundamental movement skills in children. However, teachers face several barriers to promoting physical activity and fundamental movement skills including inadequate training and professional development. Therefore, this study aimed to determine the efficacy of capacity building interventions on teachers’ and ECEs’ physical activity and fundamental movement skills related knowledge, self-efficacy and attitudes. The search revealed 22 studies which reported on 25 unique samples. The most common capacity building intervention component implemented was training/professional development. The results of this study revealed that capacity building interventions are efficacious at improving teachers’ and ECEs’ physical activity related self-efficacy, knowledge, and attitudes. Pre-service teachers and ECEs should be provided training in physical activity and FMS as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and FMS in children.

Physical activity is such a pivotal aspect of children’s healthy development. However, research has shown that children in Canada are actually largely inactive and highly sedentary. The childcare environment has been identified as the ideal setting to promote physical activity in young children and develop their skills for an active life. The Training pre-service EArly CHildhood educators in physical activity, also known as the TEACH study, developed an e-Learning course in physical activity with early childhood educators (ECEs). The pilot study showed promising results with ECE’s knowledge, behavioural intentions, and self-efficacy all increasing after the e-Learning course. My USRI project aimed to investigate the impact the TEACH e-Learning course would have on children’s physical activity, fundamental movement skills, and cognitive development.

Background Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life,” can support children’s physically active behaviors and consequent health benefits. Little research has explored interventions to improve children’s physical literacy, although substantive evidence shows parents play a key role in children’s physically active behaviors and development of fundamental movement skills. The purpose of this study was to explore the feasibility of a novel, physical literacy program (the PLAYshop) designed to build parents’ self-efficacy to support their child’s physical literacy. Methods A non-randomized, one-arm concurrent nested design was used. Thirty-five parents of young children (3–8 years of age) attended a 75-min workshop inclusive of interactive activities, educational messages, and the provision of resources focused on core physical literacy concepts. Pre- and post-workshop surveys used quantitative measures to assess parents’ satisfaction, knowledge, confidence, and intention to adopt practices. Follow-up interviews qualitatively explored the implementation experiences of both parents and facilitators. Paired t tests and thematic analysis were undertaken. Results Of the 33 eligible parents, 23 completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. The majority of parents were satisfied with the workshop and motivated to apply learnings at home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Limitations include the lack of control group and recruitment challenges. Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real-world study support the preliminary feasibility of the PLAYshop intervention and highlight areas to improve the intervention and recruitment prior to efficacy testing in a more rigorous trial format.

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7–8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children’s performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.

The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3–5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired t-tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (≥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for children’s fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79–0.99). For positive changes in potential outcomes, a medium effect size was observed for children’s hopping skills (d = 0.54), and large effect sizes were observed for several parental outcomes (partial η2 = 0.20–0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended.

Introduction An active play is designed to increase children’s physical activity levels and fundamental movement skills through outdoor play and is well-suited to the needs of children with intellectual disabilities. However, no active play interventions have included children with intellectual disabilities. This study aims to investigate the feasibility of a school-based active play intervention for children with intellectual disabilities. Method Children aged 7–12 years who had intellectual disabilities and were independently ambulatory were eligible. This single-group 17-week intervention was implemented in two additional support needs schools. It consisted of a weekly 1-h active play session incorporating 30 min of structured games and 30 min of free play. Feasibility of recruitment/retention, adherence, and outcome measures were investigated. Outcome measures included school-based physical activity (ActiGraph GT3X+ accelerometer), fundamental movement skills (Test of Gross Motor Development-2), and social interactions (Playground Observation of Peer Engagement). Staff feedback was collected via open-ended questionnaire. Feasibility was investigated using descriptive statistics and questionnaire data analyzed using thematic analysis. Potential pre-post changes were investigated for school-based physical activity, fundamental movement skills, and social interactions using paired samples t tests. The progression criteria were (1) > 50% of eligible participants recruited, (2) > 50% of recruited participants retained, (3) > 50% of active play sessions spent in MVPA, and (4) > 50% of participants complete outcome measurements. Results All progression criteria were met. Recruitment and retention rates were 100% (n=21 participants). Intervention adherence was high, based on data from n=1 school, with 90% of participants attending all sessions. Measuring physical activity using accelerometry and fundamental movement skills using the Test of Gross Motor Development-2 were feasible. The Playground Observation of Peer Engagement tool to measure social interactions was not feasible. The only significant increase post-intervention was for social interactions during structured play (pre–post mean difference: –1.46, 95% CI −1.99, −0.93). Staff feedback was positive with the intervention well received by schools and potential benefits post-intervention identified by teachers. Conclusion The Go2Play Active Play intervention is feasible for children with intellectual disabilities. Future research should further investigate feasibility and implementation on a larger scale using a pilot cluster randomised controlled trial. Trial registration ISRCTN registry: ISRCTN10277566.

Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children’s overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children’s FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7–10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.

Development of fundamental movement skills in early childhood supports lifelong health. The potential for outdoor play with loose parts to enhance fundamental movement skills has not been investigated. A multi-methods randomized controlled design was used to determine the efficacy of integrating outdoor loose parts play into Nova Scotia childcare centers (19 sites: 11 interventions, 8 control). Movement skills (n = 209, age 3–5 years) were assessed over a 6-month period to investigate changes in fundamental movement skills over time and between groups. Qualitative data was also collected on the educators' perceptions of outdoor loose parts play. Quantitative data (fundamental movement skills) revealed a non-intervention effect, however, educators spoke of outdoor loose parts play providing opportunities to combine/ repeat movements and take risks; supporting physical, cognitive and socio-emotional (holistic) development; and increasing awareness of children's physical development and how to support it. Our findings demonstrate value in outdoor loose parts play for the development of fundamental movement skills in childcare settings.

Background: Evidence has indicated the health importance of fundamental movement skills (FMS) and physical activity (PA) in children and their relationships seems bidirectional. However, their bidirectional relationship has not yet been fully answered in the literature. Aim: This study sought to determine bidirectional relationship between FMS and PA in children using cross-lagged study design. Methods: A total of 183 second-level students (8.8 ± 1.1 years old) from three primary schools in Henan Province, China were selected as subjects. The average number of steps per school day was used as the amount of PA in the school environment; the third edition of the test of gross motor development was used for FMS testing. The baseline data (T1) and tracking data (T2) were collected at the beginning and end of the fall semester, respectively. The two tests were separated by 3 months (11 weeks), and a cross-lag model analysis was performed. Based on the hypothetical model, we tested the cross-lag effect of children’s PA and FMS. Results: The model fit index was χ2/df = 2.861 (p < 0.001, n = 183); goodness of fit index GFI = 0.900; NFI = 0.909; CFI = 0.931 and the 95%CI was between 0.071–0.192. The RMSEA = 0.063, and the standardized residual root mean square SRMR = 0.029. The T1 FMS can be used to predict the number of steps in the T2 teaching days with statistical significance (β = 0.22, 95% CI: 0.07–0.38, p = 0.003). However, the T1 steps cannot be used to predict the T2 FMS (β = 0.05, 95% CI: 0.07–0.13, p = 0.475). Further analysis shows that the main contributor to these relationships are ball skills in the FMS. Conclusions: The relationship between children’s fundamental movement skills and PA is not two-way. Students with higher FMS are expected to reach higher levels of PA after undergoing school PA in a teaching cycle. The PA of the students can be improved by improving their motor skills, which further improves their physical and mental health.

The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency barrier would demonstrate difficulty in improving performance in more complex skills—even when subjected to a period of practice in these complex skills. The present study tested this. Eighty-five normal children (44 boys) aged 7 to 10 years participated in the study. The intervention took place during 10 consecutive classes, once a week, lasting 40 min each. Six FMS (running, hopping, leaping, kicking, catching and stationary dribbling) and one transitional motor skill (TMS) (speed dribbling skill) were assessed. The results showed that only those who showed sufficient proficiency in running and stationary dribbling before the intervention were able to show high performance values in the TMS after intervention. In addition, in line with recent propositions, the results show that the basis for development of the TMS was specific critical components of the FMS and that the barrier can be captured through a logistic function. These results corroborate the proficiency barrier hypothesis and highlight that mastering the critical components of the FMS is a necessary condition for motor development.

The Test of Gross Motor Development 2 (TGMD-2) is currently the standard approach for assessing fundamental movement skills (FMS), including locomotor and object control skills. However, its extensive application is restricted by its low efficiency and requirement of expert training for large-scale evaluations. This study evaluated the accuracy of a newly-developed video-based classification system (VCS) with a marker-less sensor to assess children’s locomotor skills. A total of 203 typically-developing children aged three to eight years executed six locomotor skills, following the TGMD-2 guidelines. A Kinect v2 sensor was used to capture their activities, and videos were recorded for further evaluation by a trained rater. A series of computational-kinematic-based algorithms was developed for instant performance rating. The VCS exhibited moderate-to-very good levels of agreement with the rater, ranging from 66.1% to 87.5%, for each skill, and 72.4% for descriptive ratings. Paired t-test revealed that there were no significant differences, but significant positive correlation, between the standard scores determined by the two approaches. Tukey mean difference plot suggested there was no bias, with a mean difference (SD) of -0.16 (1.8) and respective 95% confidence interval of 3.5. The kappa agreement for the descriptive ratings between the two approaches was found to be moderate (k = 0.54, p < 0.01). Overall, the results suggest the VCS could potentially be an alternative to the conventional TGMD-2 assessment approach for assessing children’s locomotor skills without the necessity of the presence of an experienced rater for the administration.

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.

The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.

The study aims were to 1) examine profiles of perception of motor competence (PMC) in relation to actual motor competence (AMC), i.e. under-estimators (UEs), realistic estimators (REs) and over-estimators (OEs) and 2) investigate associations between the profiles and selected socioecological factors at the individual, family and environmental levels. PMC (Pictorial Scale of Perceived Movement Skill Competence) and AMC (Test of Gross Motor Development-Third Edition) were administered to a representative sample of children from 37 childcare centres in Finland (n=441;6.2±0.6yrs;52% boys). Socioecological factors were investigated using a parental questionnaire. The three profiles were formed based on age- and gender-adjusted PMC and AMC z-scores. Multinomial logistic regression showed that OEs (n=81; p=0.04) tended to be younger than REs (n=306; p=0.04) and UEs (n=54; p=0.03). Parents of OEs reported more child health and developmental issues than parents of REs (p=0.03). Parents of UEs self-reported providing more support for physical activity than parents’ of REs (p=0.04). REs tended to live in denser population areas than UEs (n=54; p=0.03). Whilst PMC profiles revealed some socioecological differences, future research needs to focus on a broader range of potential correlates and untangle methodological analyses challenges to deepen the knowledge about PMC development in children. peerReviewed

The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency barrier would demonstrate difficulty in improving performance in more complex skills-even when subjected to a period of practice in these complex skills. The present study tested this. Eighty-five normal children (44 boys) aged 7 to 10 years participated in the study. The intervention took place during 10 consecutive classes, once a week, lasting 40 min each. Six FMS (running, hopping, leaping, kicking, catching and stationary dribbling) and one transitional motor skill (TMS) (speed dribbling skill) were assessed. The results showed that only those who showed sufficient proficiency in running and stationary dribbling before the intervention were able to show high performance values in the TMS after intervention. In addition, in line with recent propositions, the results show that the basis for development of the TMS was specific critical components of the FMS and that the barrier can be captured through a logistic function. These results corroborate the proficiency barrier hypothesis and highlight that mastering the critical components of the FMS is a necessary condition for motor development. ispartof: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH vol:19 issue:12 ispartof: location:Switzerland status: published

The purpose of this study was to evaluate the relationship between sport participation motivation and the TGfU approach among novice handball players.

Background Leadership is a valuable skill that can be taught in school, and which may have benefits within and beyond the classroom. Learning to Lead (L2L) is a student-led, primary school-based leadership program whereby older ‘peer leaders’ deliver a fundamental movement skills (FMS) program to younger ‘peers’ within their own school. Aim The aims of the study are to determine the efficacy of a peer-led FMS intervention on: (i) peer leaders’ (aged 10 to 12 years) leadership effectiveness (primary outcome), leadership self-efficacy, well-being, and time on-task in the classroom; (ii) peers’ (aged 8 to 10 years) physical activity levels, actual and perceived FMS competency, cardiorespiratory fitness, muscular power, and executive functioning; and (iii) teachers’ (referred to as ‘school champions’) work-related stress and well-being. Method L2L will be evaluated using a two-arm parallel group cluster randomised controlled trial. Twenty schools located within a two-hour drive of the University of Newcastle, Australia will be recruited. We will recruit 80 students (40 peer leaders and 40 peers) from each school (N = 1,600). L2L will be implemented in three phases: Phase 1 –school champions’ training via a professional learning workshop; Phase 2 –school champions’ delivery of leadership lessons to the peer leaders; and Phase 3 –peer leaders’ delivery of the FMS program to their younger peers. The FMS program, consisting of 12 x 30-minute lessons, will be delivered over the course of one school term (10 weeks). Study outcomes will be assessed at baseline (between mid-March to June, Terms 1 and 2), intervention end (mid-August to September, Term 3), and follow-up (November to mid-December, Term 4. This trial was prospectively registered on the Australian New Zealand Clinical Trials Registry (ANZCTR); registration number: ACTRN12621000376842.

Fundamental movement skills (FMS), physical fitness (PF) and body fat percentage (BF%) are significantly related to socio-economic status (SES). However, it remains unclear why previous studies have had different findings regarding the direction of the association between SES and FMS, PF and BF%. A suggested explanation is that the direction of the link can be influenced by cultural experiences and traditions. Therefore, the aim of the current study was to investigate links between SES and FMS, PF, BF% of Grade One learners from two different ethno-geographic areas in Cape Town, South Africa. Grade One children (n = 191) (n = 106 boys and n = 85 girls; age (6.7 ± 0.33)) from different socio-economic areas in Cape Town, South Africa, were selected to participate in the study. South African schools are classified into five different quintiles (1 = poorest and 5 = least poor public schools). For this study, two schools were selected, one from quintile 2 and the other from quintile 5. BF% was assessed according to Slaughter’s equation. FMS were measured using the Gross Motor Development Test-2 (TGMD-2) and PF via five tests: 1. dynamic strength of lower limb (broad jump); 2. dynamic strength of upper limb and trunk (throwing a tennis ball); 3. speed agility (4 × 10 m shuttle running); 4. cardiorespiratory fitness (20 m shuttle run endurance test (Leger test)) and 5. flexibility (sit and reach test). An analysis of covariance (ANCOVA) found that BF% and WHtR were significantly greater in children with higher SES (Z = 6.04 p < 0.001; Hedg = 0.54), (Z = 3.89 p < 0.001; Hedg = 0.32). Children with lower SES achieved significantly better TGMD-2 standard scores in the locomotor subtest, compared to their peers with higher SES. In the object control subtest, no significant SES-related difference was found. However, ANCOVA showed that girls performed better in FMS than boys. In PF, the main effect of SES was observed in dynamic strength of trunk and upper limb (throwing) and flexibility, where children with lower SES performed significantly better. No significant difference was found in cardiorespiratory performance (CRP) (Beep test), even though children with lower SES achieved better results. Results from the current study suggest that links between SES, PF, FMS and body fat percentage in children seem to be dependent on cultural and traditional experiences. These experiences should therefore be included as an important factor for the development of programmes and interventions to enhance children’s lifelong motor behaviour and health strategies.

This longitudinal study examines the associations between foundational movement skills (FMS) competency, moderate-to-vigorous physical activity (MVPA) and weight status among children (n = 75) attending preschools in deprived areas from early to late childhood. Twelve FMS were assessed using the Children’s Activity and Movement in Preschool Motor Skills Protocol and video analysis. Physical activity was measured via hip-mounted accelerometry. Data was collected over a five-year period, with Baseline Follow Up data collected between 2010 and 2015. There was an overall pattern of increase for total, object-control and locomotor scores between Baseline and Follow-Up. Conversely, there was an overall pattern of decline for MVPA among participants. There was a positive significant (p < 0.05) association between total and locomotor scores and MVPA at Baseline. However, these associations weakened over time and no significant associations were found at Follow-Up. Baseline competency failed to predict Follow-Up MVPA or weight status. Likewise, Baseline MVPA was not found to be a predictor of Follow-Up FMS competency. Further longitudinal research is required to explore these associations among children from highly deprived areas. Future interventions may require a more holistic approach to improving FMS competency and increasing PA in order to account for the number of variables that can affect these outcomes.

Fundamental movement skills (FMS), physical fitness (PF) and body fat percentage (BF%) are significantly related to socio-economic status (SES). However, it remains unclear why previous studies have had different findings regarding the direction of the association between SES and FMS, PF and BF%. A suggested explanation is that the direction of the link can be influenced by cultural experiences and traditions. Therefore, the aim of the current study was to investigate links between SES and FMS, PF, BF% of Grade One learners from two different ethno-geographic areas in Cape Town, South Africa. Grade One children (n = 191) (n = 106 boys and n = 85 girls; age (6.7 ± 0.33)) from different socio-economic areas in Cape Town, South Africa, were selected to participate in the study. South African schools are classified into five different quintiles (1 = poorest and 5 = least poor public schools). For this study, two schools were selected, one from quintile 2 and the other from quintile 5. BF% was assessed according to Slaughter’s equation. FMS were measured using the Gross Motor Development Test-2 (TGMD-2) and PF via five tests: 1. dynamic strength of lower limb (broad jump); 2. dynamic strength of upper limb and trunk (throwing a tennis ball); 3. speed agility (4 × 10 m shuttle running); 4. cardiorespiratory fitness (20 m shuttle run endurance test (Leger test)) and 5. flexibility (sit and reach test). An analysis of covariance (ANCOVA) found that BF% and WHtR were significantly greater in children with higher SES (Z = 6.04 p < 0.001; Hedg = 0.54), (Z = 3.89 p < 0.001; Hedg = 0.32). Children with lower SES achieved significantly better TGMD-2 standard scores in the locomotor subtest, compared to their peers with higher SES. In the object control subtest, no significant SES-related difference was found. However, ANCOVA showed that girls performed better in FMS than boys. In PF, the main effect of SES was observed in dynamic strength of trunk and upper limb (throwing) and flexibility, where children with lower SES performed significantly better. No significant difference was found in cardiorespiratory performance (CRP) (Beep test), even though children with lower SES achieved better results. Results from the current study suggest that links between SES, PF, FMS and body fat percentage in children seem to be dependent on cultural and traditional experiences. These experiences should therefore be included as an important factor for the development of programmes and interventions to enhance children’s lifelong motor behaviour and health strategies.

Background:Preschooler inactivity and insufficient motor development have serious long-term consequences. The Chinese Ministry of Education launched a nationwide football-focused pilot project aimed at kindergartens in 2019 and issued the policy “Notice on the Establishment of National Football Kindergartens” in 2020. However, the impact of fundamental movement skills (FMS) interventions on other aspects of child development is unclear.Aim:This study will evaluate the effects of ball skills physical education projects on the development of Chinese preschoolers’ physical, motor, cognitive, and social competencies and examine the influencing factors.Method:This is a quasi-experimental study evaluating how well the “Hello Sunshine” curriculum project promotes children’s development over 10 weeks. The trial will be conducted from September 2021 to November 2021 in 12 classes from 3 kindergartens with a total of 249 children aged 4 to 6 years in Haikou, China. Pre- and posttest analyses will include tests on participants’ physical fitness, FMS, cognitive self-regulation, and emotional competence. Participants’ background information will be collected through questionnaires answered by parents and teachers. The intervention will focus on game-based basic ball skills.Findings:If this intervention provides evidence that these skills improve children’s multidimensional development, it will support the promotion of similar programs in China. We will also outline the social-ecological factors affecting the intervention’s results, providing further information for improving pedagogical methods related to preschool ball skills.

This study examined the internal structure and evidence of validity of the Test of Gross Motor Development 3 edition (TGMD-3) in primary school aged children. Participants (n = 1608, 47% girls, age range 5–11 years, mean age 9.2 ± 2.04) were recruited from Irish schools across twelve counties (56% rural, 44% urban). The TGMD-3 was used to measure FMS proficiency (Ulrich, 2020). A two-factor model (13 skills) was used and confirmatory indexes were calculated. The Bayesian criteria and the Composite Reliability were employed to evaluate alternative models. Relationships between the final model proposed with age, sex and BMI were calculated using a network analysis. Mplus 8.0 and Rstudio were used. A two-factor model (locomotion and object control) with adequate values (> 0.30) for the seven skills (gallop, hop, jump, two-hand strike, bounce, catch, overhand throw) presented excellent indexes. The skills with the highest indicator of strength centrality in the network were bounce and catch for both boys and girls and hop for boys and horizontal jump for girls. This study evidences the validity and reliability of the internal structure of the TGMD-3 and demonstrates that a short version of the TGMD-3, comprising seven skills is a valid measure of FMS in this population.

While ideas from long-term athlete development (LTAD) models have been adopted and integrated across different sports, issues related to early specialization, such as increased risk of injury and burnout, are still common. Although some benefits may be associated with early sport specialization, sports sampling is purported to be a more effective approach to the long-term health and wellbeing of children. Furthermore, the concept of developing what are commonly referred to as “fundamental movement skills” (FMS) is central to the rationale for delaying single sports specialization. However, in place of sports sampling, it appears that the practice of strength and conditioning (S&C) has become a driving force behind developmental models for youth athletes, highlighted by the growing body of literature regarding youth athletic development training. In this perspective piece, we explore how conventional S&C practice may insufficiently develop FMS because typically, it only emphasizes a narrow range of foundational exercises that serve a limited role toward the development of action capabilities in youth athletic populations. We further discuss how this approach may limit the transferability of physical qualities, such as muscular strength, to sports-specific tasks. Through an ecological dynamics lens, and using basketball as an example, we explore the potential for parkour-based activity within the LTAD of youth basketball players. We propose parkour as a training modality to not only encourage movement diversity and adaptability, but also as part of an advanced strength training strategy for the transfer of conventional S&C training.

Children aged 3–6 years (preschool children hereafter) are in a critical and sensitive period of developing fundamental movement skills (FMS). While appropriate measurement tools can accurately evaluate their FMS development, such a scale is lacking in China. In this study, a suitable scale for measuring the FMS of preschool children in China was developed by combining process- and results-oriented evaluation methods. The subjects of this cross-sectional study included 21 experts and 358 preschool children (188 boys and 170 girls). Based on a literature review, items suitable for measuring the FMS of preschool children in China were selected, and the final measurement scale includes 12 items in three dimensions: physical locomotion skills, object control skills, and physical stability skills. After a battery of tests to assess its suitability, including inter-rater reliability, test/retest reliability, homogeneity, and construct validity, we find that the proposed measurement scale has good reliability, validity, and sensitivity. This scale reflects the development level of the FMS of preschool children in China and can be used to monitor the FMS of this population in the future.

This study was conducted to identify the relation between children’s autonomy and motor development mediated by teacher–child relationships. Are there differences between teacher–child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher–child relationship and children’s autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher–child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher–child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.

The aim of this study was to investigate the relationship between weekday, weekend day and four-day physical activity (PA) behaviours and fundamental movement skills (FMS) in British preschool children from a low socio-economic status background using compositional data analysis (CoDA). One hundred and eighty-five preschool children aged 3–4 years provided objectively assessed PA and sedentary behaviour (SB) data (GENEActiv accelerometer) and FMS (TGMD-2). The association of 24-h movement behaviours with FMS was explored using CoDA and isotemporal substitution (R Core Team, 3.6.1). When data were considered compositionally (SB, light PA (LPA), moderate and vigorous PA (MVPA)) and adjusted for age, BMI and sex, the weekday-derived composition predicted total motor competence (r2 = 0.07), locomotor (r2 = 0.08) and object control skills (r2 = 0.09), the weekend day-derived composition predicted total motor competence (r2 = 0.03) and object control skills (r2 = 0.03), the 4-day-derived composition predicted total motor competence (r2 = 0.07), locomotor (r2 = 0.07) and object control skills (r2 = 0.06) (all p &lt, 0.05). Reallocation of 5 min of LPA at the expense of any behaviour was associated with significant improvements in total motor competence, locomotor and object control skills, for weekend-derived behaviours, MVPA was preferential. Considering movement behaviours over different time periods is required to better understand the effect of the 24-h movement composition on FMS in preschool children.

High levels of perceived motor competence and low levels of actual motor competence in youth populations have been reported world-wide. Both perceived and actual motor competence have been deemed independent correlates of health and physical activity (PA) behavior, and past research has indicated that their alignment may be linked to more consistent PA. Moreover, there is potential for a movement-based intervention to strengthen the alignment between perceived and actual motor competence, perhaps then guiding future health, PA, and community sport engagement globally. Thus, the objective of this study was to investigate the effectiveness of an 8-week movement-based intervention on increasing the alignment (i.e., veridicality) between PMC and AMC among Irish adolescent youth. We collected data on adolescents ( n = 324; females = 149; M age = 14.5, SD = 0.88 years) across six second-level schools in Ireland, including measurements of actual and perceived, motor competence at pre- and post-intervention. We observed low levels of actual in contrast to high levels of perceived motor competence. We found a small but significant veridical alignment between perceived and actual motor competence, but there was no intervention effect on alignment. Future research should prioritize a longer intervention duration that targets student learning and understanding in order to develop veridical perceptions in adolescents that might sustain their participation in PA.

Children with visual impairments (VI) tend to struggle with their fundamental motor skills (FMS), and these difficulties often persist across the lifespan, requiring frequent assessment. The Test of Gross Motor Development (TGMD) shows robust psychometric properties for children with VI. The TGMD, which includes 13 skills, is time-consuming to administer and score, warranting the need to explore brief versions. Therefore, the purpose of this study was to explore the psychometric properties of three, six-skill versions of the TGMD-3 with children with VI. Children (n = 302, Boys = 58%, Girls = 42%, Mage = 13.00, SD = 2.50 years) with VI (B1 = 27%, B2 = 20%, B3 = 38%, B4 = 15%) participated in this study. We examined three different models using confirmatory factor analyses on the relationships between the motor skills and latent traits across the models. Scores from all three brief versions had acceptable global fit. Although further research should be conducted, practitioners can adopt a brief version of the TGMD to assess children with VI.

Highlights • Children's perceived cognitive competence was associated with their locomotor and object control skills. • Parent education was associated with the child's locomotor skills. • Home physical environment was associated with the child's locomotor skills. • Correlates of fundamental movement skills are multidimensional and differ by motor skill type in preschool children., Purpose To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children. Methods Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children (128 girls; age = 56.08 ± 4.09 months; body mass index (BMI) z-score = 0.53 ± 1.12 (mean ± SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level. Results Child perceived cognitive competence was positively associated with locomotor skills (p = 0.04; adjusted R2 = 0.035) and object-control skills (p = 0.003; adjusted R2 = 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant (p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills (p = 0.02) and explained 5.5% of variance at the environment level. Conclusion Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels., Graphical abstract Image, graphical abstract

Purpose. the aim of the study was to develop bilateral tests for simultaneous quantitative and qualitative assessment of manipulative skills among 7-year-old children, and to examine the reliability and validity of the tests. Methods. A sample of 78 (35 girls) children (aged 7.34 ± 0.53 years) were tested with 3 novel bilateral tests: Standing ball throwing, Bouncing the ball standing, and Dribbling the ball with the foot. Subsequently, the reliability and validity of the constructed tests were investigated. Results. Very high between-participant reliability was demonstrated through high and stable Cronbach’s alpha coefficient (0.94–0.98 for all tests), while relatively small coefficients of variation (0.03–0.12 for all tests) were observed. High values of correlation between expert judges’ ratings, as well as intra-class correlation, for both left and right sides indicated excellent between-rater reliability (0.84–0.99 and 0.88–0.93 across all tests, respectively). Conclusions. the tests are reliable and valid in 7-year-old children and may be used to promote the adoption of appropriate sport and physical activities. Future research should explore the influence of further fine and gross motor skills on motor development.

Alonso-Aubin, DA, Picon-Martinez, M, Rebullido, TR, Faigenbaum, AD, Cortell-Tormo, JM, and Chulvi-Medrano, I. Integrative neuromuscular training enhances physical fitness in 6- to 14-year-old rugby players. J Strength Cond Res 35(8): 2263-2271, 2021-The purpose of this study was to assess the effects of an 8-week integrative neuromuscular training (INT) program on physical fitness measures in young rugby players. A sample of 138 male rugby players (age range, 6-14 years) was divided into 5 age-related groups: group 1 (G1) (n = 20; age, 7.05 ± 0.58), group 2 (G2) (n = 27; age, 8.57 ± 0.49), group 3 (G3) (n = 31; age, 11.02 ± 0.56), group 4 (G4) (n = 33; age, 13.12 ± 0.58, and group 5 (G5) (n = 27; age, 14.85 ± 1.53 and additionally into 2 game position groups: forwards (FOR) (n = 69) and backs (BAC) (n = 69). Physical fitness measures included the Functional Movement Screen (FMS), dominant and nondominant hand-to-eye coordination, sprint capacity, core muscular endurance, and lower- and upper-body power. Integrative neuromuscular training (INT) included progressive strength, coordination, and speed exercises performed twice per week for 20 minutes. Following INT, significant improvements in selected age-related groups (p < 0.01) were found in total FMS score G3 (effect size [ES] = 0.47), G4 (ES = 0.88), and G5 (ES = 0.58); dominant hand-to-eye coordination G1 (ES = 1.48), G2 (ES = 0.71), G3 (ES = 0.55), G4 (ES = 1.47), and G5 (ES = 1.15), nondominant hand-to-eye coordination G2 (ES = 0.74), G4 (ES = 1.34), and G5 (ES = 1.09); lower-body power G2 (ES = 0.44), G4 (ES = 0.39), and G5 (ES = 0.43); core muscular endurance G1 (ES = 0.82), G3 (ES = 0.68), and G4 (ES = 1.04); upper-body power G2 (ES = 0.53); and sprint capacity G4 (ES = 0.69). Significant improvements were also found between player's positions for all tests. These findings indicate that a progressive INT program can enhance functional movement abilities and selected physical fitness measures in young rugby players regardless of game position and age.

This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male, mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children’s Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.

Penelitian ini dilatar belakangi oleh isu anak yang cenderung memilih aktifitas permainan yang pasif dan kurang menguasai gerak dasar sebagai bekal untuk bersosialisasi. Melalui program FMS anak diperkenalkan gerak dasar (lokomotor, non-lokomotor dan manipulatif). Penguasaan gerak dasar (FMS) yang baik, anak mampu berinteraksi dan bersosialisasi dengan lingkungan sekitar. Metode (True Eksperimen). Desain (Randomized posttest only control group designs). Populasi adalah seluruh siswa SDN 4 Sindangrasa, sampel 64 orang siswa 32 orang kelompok A dan 32 orang kelompok B. Hasil penelitian menunjukan nilai thit 3,658 dengan probabilitas (p) Sig. 0,001 0,05 maka Ho diterima, artinya bahwa “Tidak terdapat pengaruh program FMS terhadap pengembangan proses sosial (disosiatif) Siswa SD”. Program FMS mampu memberikan pengaruh yang signifikan terhadap pengembangan proses sosial (Asosiatif) siswa SD. Program FMS tidak memberikan pengaruh yang signifikan terhadap pengembangan proses sosial (disosiatif) siswa SD.This research was motivated by the issue of children who tend to choose passive play activities and did not master basic movements as a provision for socializing. Through the FMS program, children were introduced to basic movements (locomotor, non-locomotor and manipulative). Good mastery of basic movements (FMS), children were able to interact and socialize with the surrounding environment. Method (True Experiment). Design (Randomized posttest only control group designs). The population was all students of SDN 4 Sindangrasa, a sample of 64 students 32 group A and 32 group B. The results showed a thit value of 3.658 with probability (p) Sig. 0.001 0.05 then Ho was accepted, meaning that "there was no influence of the FMS program on the development of the social (dissociative) process of elementary students". The FMS program was able to have a significant influence on the development of the social process (associative) of elementary students. The FMS program does not have a significant influence on the development of the social (dissociative) process of elementary students.

Dual process theories suggest that the decision to be physically active is influenced by reflective and automatic processes. However, associations of automatic (affective) evaluations of exercise with physical activity and underlying basic motor competencies have not yet been investigated in children and young adolescents. Ninety-one participants (52 male; age: 10–14 years) were recruited from academic high schools in Germany and Switzerland. Automatic evaluations of exercise were measured with the Single- Target Implicit Association Test (ST-IAT) and a D-score was calculated. Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) per day were determined via wrist-worn actigraphy over the course of seven days. Basic motor competencies were measured using the MOBAK-5 test battery. Pearson correlations showed non-significant associations of automatic evaluations of exercise with MVPA, but significant associations with VPA. Basic motor competencies were associated with automatic evaluations of exercise, and the MOBAK subscale of object movement was associated with both MVPA and VPA. Our results underscore the relevance of affective processes for physical activity behaviour. This could potentially be relevant for interventions targeting physical activity promotion. Longitudinal investigations and intervention studies are necessary to verify causal relationships and potential underlying mechanisms., +repphzhbib2021A

The main aim of this study was to determine the agreement in classification between the modified KörperKoordinations Test für Kinder (KTK3+) and the Athletic Skills Track (AST) for measuring fundamental movement skill levels (FMS) in 6- to 12-year old children. 3,107 Dutch children (of which 1,625 are girls) between 6 and 12 years of age (9.1 ± 1.8 years) were tested with the KTK3+ and the AST. The KTK3+ consists of three items from the KTK and the Faber hand-eye coordination test. Raw scores from each subtest were transformed into percentile scores based on all the data of each grade. The AST is an obstacle course consisting of 5 (grades 3 till 5, 6–9 years) or 7 (grades 6 till 8, 9–12 years) concatenated FMS that should be performed as quickly as possible. The outcome measure is the time needed to complete the track. A significant bivariate Pearson correlation coefficient of 0.51 was found between the percentile sum score of the KTK3+ and the time to complete the AST, indicating that both tests measure a similar construct to some extent. Based on their scores, children were classified into one of five categories: 95%. Cross tabs revealed an agreement of 58.8% with a Kappa value of 0.15 between both tests. Less than 1% of the children were classified more than two categories higher or lower. The moderate correlation between the KTK3+ and the AST and the low classification agreement into five categories of FMS stress the importance to further investigate the test choice and the measurement properties (i.e., validity and reliability) of both tools. PE teachers needs to be aware of the context in which the test will be conducted, know which construct of motor competence they want to measure and know what the purpose of testing is (e.g., screening or monitoring). Based on these considerations, the most appropriate assessment tool can be chosen.

The purpose of this research is to discover adequate and environmental outdoor playground design criteria based on the collected opinions of experts. Taking the case of South Korea into account, this research focuses on the development of a new outdoor playground design criteria that could offset the limited motor activities and environmental use which has been restricted by the current regulations. In particular, this research approaches the issue from the perspective of children’s fundamental movement skills and the development of their perceptual-motor abilities. The research conducted three rounds of a Delphi survey and held a consensus of experts in child development, child physical education, and playground designs. The research achieved results defining 9 categories and 23 items within the categories of design criteria for outdoor playgrounds. Significantly, the discussions were not limited to children’s holistic development—from motor and physical development to attaining mental, social, and cognitive skills—but also included discussions of children’s dynamic interaction with the surrounding nature and environment, especially in challenge making and risk taking.

U radu s djecom predškolske i školske dobi, a s ciljem stvaranja što šire baze biotičkih motoričkih znanja, koja kasnije služi kao temelj za učenje specijaliziranih znanja iz različitih sportova, poželjno je koristiti što veći broj rekvizita i sprava te na njima izvoditi što veći broj biotičkih motoričkih kretanja. Ovim radom su prikazana biotička motorička znanja za savladavanje prostora, ali i biotička motorička znanja koja je moguće izvoditi na nekim konvencionalnim spravama (švedski sanduk i švedska klupa) te na/s nekim nekonvencionalnim rekvizitima (padobran i podne ljestve za agilnost)., In working with preschool and school age children, with the aim of creating the widest possible base of fundamental movement skills, which later serves as a basis for learning specialized knowledge from various sports, it is desirable to use as many props and devices and perform as many fundamental motor skills movement. This paper presents fundamental movement skills for mastering space, but also fundamental motor skills that can be performed on some conventional devices (vaulting box and swedish bench) and on/with some unconventional props (parachute and agility ladder).

The gap between development of effective physical activity interventions and the wide-scale adoption of these interventions in real-world settings has been reported since the early 2000s. Evaluations have been criticised for failing to report details of context, implementation, adoption and maintenance. &lsquo, Busy Brain Breaks&rsquo, was an intervention designed to improve fundamental movement patterns whilst increasing physical activity within the classroom. This evaluation study used a mixed-methods approach including questionnaires, observations, semi-structured interviews and quantification of class-level dose. Findings suggest that giving teachers flexibility and autonomy over the way in which they implement physical activity interventions may increase the likelihood of adoption. Time was frequently perceived as a significant barrier to the intervention, giving the teachers flexibility to implement the intervention when they thought most suitable allowed teaching staff to retain their autonomy and make the intervention work with their schedule. Children&rsquo, s behaviour appeared to be both a facilitator and barrier to implementing physical activity interventions within the classroom. Whilst misbehaviour can pose as a barrier, children&rsquo, s enjoyment acts as a key facilitator to implementation for teaching practitioners. Teachers interviewed (n = 17) observed that movement ability had developed as a result of the intervention and recognised co-ordination, balance and stability as areas that had noticeably improved. Conducting an in-depth process evaluation has allowed for greater insight and understanding as to how, and to what extent, the intervention was implemented within the school-based setting.

In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the connection between social relationships and basic motor competencies in early childhood. In this present study, the motor competencies of N = 548 preschool children (51% girls, M = 68.0 months, SD = 6.8) were tested in the competence areas of self-movement and object movement. The children’s perceived social relationships were recorded from teacher and parent perspectives. The results clearly show a connection between social relationships and motor competencies in early childhood, with a stronger connection observed in boys. This finding is relevant both from a developmental and a health-oriented perspective, as it points to a link between physical and mental health, as well as technical and interdisciplinary competencies, in early childhood., +repphzhbib2021A

Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to calls for an increase in routine screening of children’s FMS in school settings. However, there is limited research exploring teachers’ knowledge of FMS, and the capacity of schools to conduct such assessments. This project therefore aimed to explore primary school teachers’ knowledge of FMS, and investigated what factors might influence the acceptability of FMS assessments in primary schools. Methods Primary school staff working in roles that directly impact the learning of children were invited to take a brief (10–15 minutes) online questionnaire developed using the COM-B Behaviour Change Model. Results Primary school staff (n = 851) from 32 countries (UK: n = 746, 88%) completed the questionnaire. A majority reported that knowledge of their pupils’ FMS ability would be beneficial (65.3%), and 71.8% said they would assess FMS if appropriate support was provided. Identified barriers to school-based FMS assessments included: Capability – few (15%) possessed knowledge of FMS; Opportunity – teachers reported that 30–60 minutes would be acceptable for assessing the FMS of a whole class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress and 48% of teachers would be influenced by their peers. Solutions to these issues are discussed using the COM-B theoretical framework. Conclusions Current FMS assessment tools are not acceptable, or feasible for use in schools. There is a need for existing measures to be modified, or new tools to be developed, underpinned by the considerations outlined in this paper, if FMS screening in schools is to become a reality.

Som ett folkhälsopolitiskt mål har Sveriges regering angett att den fysiska aktiviteten ska ökas i alla åldrar i befolkningen. Frågan är hur det ska gå till? Andelen vuxna, ungdomar och barn som är fysiskt inaktiva är stor. Detta kapitel handlar om motivation, självförtroende, fysisk och motorisk förmåga, kunskap och insikt som individer har eller utvecklar för att kunna vara fysiskt aktiva på en adekvat nivå genom hela livet. En viktig del av denna utveckling sker under barn-och ungdomstiden och kapitlet inriktas på denna fas i livet. Begreppen Physical Literacy och Fundamental Movement Skills beskrivs och i slutet av kapitlet presenteras en egen studie om fysiska aktivitetsnivåer bland 15–16-åringar, samt deras självrapporterade skador i samband med fysiska aktiviteter i föreningsidrott och i skolsammanhang., Namn variant för författaren: Ann-Christin (Lollo) Sollerhed

The decline in adolescents’ physical fitness (PF) in recent decades has raised concerns about current population’s possible future challenges with health and physical functional capacity. This study explored the associations between body composition, physical activity, maturation, and PF development in adolescents. Furthermore, PF development of adolescents with low initial PF was assessed. A 2‐year observational study was conducted between spring 2013 and 2015. Nine comprehensive schools and their 10‐ to 13‐year‐old students were invited to participate in the study (1778), and a total of 971 students (54.6%) agreed. Cardiorespiratory fitness (20‐metre shuttle run), muscular fitness (push‐ups), fundamental movement skills (5‐leaps test), body composition (bioelectrical impedance analysis), moderate‐to‐vigorous physical activity (accelerometer) and pubertal status (self‐assessment questionnaire) were measured at 1‐year intervals. Latent growth curve modeling (LGM) was used to study PF development over time. Change in fat mass had the strongest and most coherent associations with PF development during adolescence. Fat‐free mass, moderate‐to‐vigorous physical activity and pubertal status were associated with PF development, although not systematically. Subgroup analyses showed that PF development in the low fitness group followed a similar pattern as the whole population. However, their PF remained significantly lower throughout the 2‐year period. The findings suggest that fat accumulation is an essential detrimental factor for PF development during adolescence. Actions to prevent excessive fat accumulation might help to prevent future declines in functional capacity. Indications that low fitness levels sustain during adolescence highlight the relevance of detecting these individuals and providing interventions already before adolescence. peerReviewed