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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. [ABSTRACT FROM AUTHOR]

Overarm throwing is an essential fundamental movement skill (FMS). Competency in throwing is critical to encourage physical activity throughout lifespan. However, the segmental sequencing characteristics of skilled throwing to achieve maximum ball release speed are unclear. Further, the standard instructions for segmental sequencing in coaching manuals are anecdotal and not based on scientific evidence. Therefore, the aim of this study was to establish the critical features of upper‐body sequencing in skilled throwing for maximum speed. This would enable revised instructions for coaching throwing based on scientific evidence. The three‐dimensional kinematics of 144 right‐handed unconstrained maximum overarm throws were captured and analyzed. The quartiles of participants with the fastest and lowest ball release speed, normalized by height, were defined as the Skilled Group and Less Skilled Group, respectively. Paired t‐tests were used to determine the differences in times of successive events within groups and independent t‐tests for between‐group differences in temporal space between events for all sequences. A characteristic segmental sequence of each group was defined as a sequence with significant within‐group differences in two successive events (p < 0.001), while a critical segmental sequence was defined as a sequence with significant differences in temporal space both within groups and between groups (p < 0.001). The Skilled Group had six characteristic sequences, while two were found for the Less Skilled Group, summarized in the conceptual model. A single critical sequence of non‐throwing arm elbow extension prior to shoulder extension was found. Five evidence‐based instructions were recommended to add to the Australian FMS instruction manual. [ABSTRACT FROM AUTHOR]

Longitudinal designs enhance our understanding of children's development and its influence on movement behaviors and health. This three‐year follow‐up study aimed to develop profiles according to perceived and actual motor competence (MC) (locomotion, object control, and overall) and physical fitness in boys and girls longitudinally including children's temporal migrations among clusters in terms of profiling trends. A secondary aim was to compare physical activity participation and weight status at each time point according to these profiles. One hundred and four typically developing Spanish children (45.8% girls) between 4 and 9 years old at baseline participated in this study. Data were collected at three time points one year apart, between January 2016 and May 2018. A self‐organizing map and K‐means cluster analysis were used to classify and visualize the values and temporal trajectories longitudinally. The study of the profiles in three consecutive years revealed five profiles, three for boys [ie, profile 1 (aligned—high), profile 2 (aligned‐partially—low perception‐medium actual MC and fitness), and profile 3 (non‐aligned—medium perception‐low actual MC and fitness)]; and two for girls [ie, profile 4 (aligned—high) and profile 5 (aligned—low)]. For highly perceived and capable children, boys (profile 1) and girls (profile 4), there was a tendency for higher physical activity participation and lower body mass index and waist circumference over time compared to their counterparts who had medium and/or low levels in perception and actual MC and fitness (P <.05). As children age, those with low values in perceived and actual MC and fitness in object control skills will present a higher probability of maintaining unhealthy lifestyles. So, prior intervention, children's profiles identification should be analyzed according to the type of MC. [ABSTRACT FROM AUTHOR]

Background: Fundamental movement skill proficiency and perceived physical competence have been shown to influence the physical activity of children. However, the mechanisms and patterns of their relationships in early childhood need to be investigated. This study examined the direct and indirect effects of fundamental movement skills and the mediating role of perceived physical competence on the physical activity of young children. Methods: Participants were 4‐ to 6‐year‐old children (N = 230; 121 girls, 109 boys). Fundamental movement skill components (i.e., locomotor, object control) were measured using the Test of Gross Motor Development‐2; perceived physical competence was measured using the physical skills domain of the Pictorial Scale of Perceived Competence for young children; and physical activity was monitored using pedometers over a 5‐day period (n = 115). Conditional process analysis was performed to examine mediation. Results: Object control skill proficiency had a significant positive effect on perceived physical competence (B = 0.28, P = 0.02), and a significant positive effect on daily step counts (B = 0.18, P = 0.04). Perceived physical competence had a significant negative effect on daily step counts (B = −0.31, P = 0.003) and mediated the indirect effect of object control skills on daily step counts (B = −0.09, 95% confidence interval: −0.17 to −0.002). Conclusions: Object control skill proficiency had a significant direct effect on physical activity, and perceived physical competence mediates an indirect effect. The findings contribute to the evidence base supporting the development of object control skills as a factor that enables adequate physical activity in young children. [ABSTRACT FROM AUTHOR]

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‐meter 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. [ABSTRACT FROM AUTHOR]

Although the relationship between fundamental movement skills (FMS) and physical behaviors has been established, differences between countries are scarcely explored. The impact of the whole physical behavior composition, in relation to FMS, has yet to be investigated in 9‐11 y children. The aims were to investigate the associations of substitution of physical behaviors with FMS score and to compare traditional linear regression and compositional data analysis and compare between England and Iran. Measures included accelerometer‐derived activity (sleep (SL), sedentary behavior (SB), light physical activity (LPA), and moderate‐to‐vigorous physical activity (MVPA) and FMS, using the TGMD‐2, in 119 children (64 boys) from Iran (mean (±SD) age: 9.8 ± 0.3 y; BMI of 18.2 ± 3.3 kg/m2) and 139 (61 boys) children from England (mean (±SD) age: 9.5 ± 0.6 y; BMI of 17.7 ± 3.1 kg/m2). Isometric log‐ratio multiple linear regression models were used to discern the association between FMS and the mean activity composition, and for new compositions, where fixed durations of time were reallocated from one behavior to another, while the remaining behaviors were unchanged. In physical behaviors as a composition, FMS was significantly associated in both ethnicities. English children responded significantly positively to adding 5 or more minutes LPA at the expense of SB (FMS unit change from 0.05 [0.01, 0.09] at 5 minutes to 0.72 [0.01, 1.34] at 60 minutes). Adding 10 minutes or more of SL, at the expense of SB, was associated with a significant, positive change in FMS in all children. Investigation is needed to understand the composition of SB and its potential influence on FMS development. [ABSTRACT FROM AUTHOR]

Background: This study aimed to compare the effects of a designed program based on games situations with those of a conventional one, the Adapted Physical Education (APE) program, on the fundamental movement skills (FMS) in children with Down Syndrome (DS), aged 6 to 10. Methods: Twenty‐eight children (13 girls and 15 boys; age 8.84 ± 1.06) with DS participated in this study. The participants were divided into two groups as the experimental group (EG) with 13 children (3 girls and 10 boys) and the control group (CG) composed with 15 children (10 girls and 5 boys). The EG participated in a conceived training program based on games situations along 10 weeks, while the CG took part in an APE conventional program based on football, long Jump and sprint adapted exercises. The FMS (locomotor and object control skills) were evaluated using the Gross Motor Development‐2 Test at pretraining and posttraining for both groups. Results: The results revealed that both programs improve significantly locomotor skills with significantly better improvement in the EG. However, a significant object control skills improvement was observed only among the EG. Conclusions: In light of our findings, a training program based on adapted games situations during 10 weeks may be recommended for FMS improvement, specifically object control skills. [ABSTRACT FROM AUTHOR]

In early childhood, factors that contribute to motor‐skill engagement (MSE) are unknown. Our aim was to explore the relationships between actual and perceived motor competence and their influences on MSE on a balance bike (bike with no pedals). A secondary aim was to investigate whether MSE had an effect on ability on a balance bike. This study comprised of 45 children (29% female) aged 4.5 ± 0.5 years. MSE was assessed using distance travelled on a balance bike over an 8‐week period. Actual motor competence was assessed using the Movement Assessment Battery for Children, second edition. Perceived motor competence was assessed using the Pictorial Scale of Perceived Movement Skill Competence. Ability on a balance bike was measured using timed trials on a specifically designed track. Pearson product‐moment correlations were used to assess relationships between actual and perceived motor competence and ability on a balance bike. Linear regressions were used to examine whether actual or perceived motor competence or ability on a balance bike predicted MSE. Repeated measures ANOVA was used to examine whether there was a difference in ability on a balance bike between three MSE groups over 8 weeks. No relationships were found, and none of the variables predicted MSE. There was a significant difference between the MSE groups on ability on a balance bike over time (P = 0.019). Investigating the contributors to MSE on a novel cycling task during early childhood provides knowledge to ensure children are given the best opportunities for practice and acquisition of skills. [ABSTRACT FROM AUTHOR]

BACKGROUND: Authorities recommend that youth undertake at least 60 minutes of daily moderate‐to‐vigorous physical activity (MVPA), with young people having the opportunity to undertake at least half of this MVPA during school hours. METHODS: In this study, we examined the influence of school‐level socioeconomic status (SES) on children's PA, fitness and fundamental movement skill (FMS) levels, and the barriers and enablers of children's PA in 86 Australian schools (41 primary, 45 secondary). School‐level SES was based on an Index of Community Socio‐Educational Advantage (ICSEA). School representatives reported potential barriers and enablers for children's PA. We used subjective and objectives measures of PA, fitness, and FMS levels. Multiple logistic regression examined the associations of ICSEA category (low or high) with barriers and enablers, and PA outcomes, adjusting for children's language background and residence. RESULTS: Children from high SES schools were more likely to achieve the healthy fitness zone for cardiorespiratory fitness; those from low SES schools consistently reported more barriers and fewer enablers than their high SES counterparts. CONCLUSIONS: Extra efforts may be required to address school‐level barriers and enablers to enhance PA, fitness, and FMS levels for schools in disadvantaged areas. [ABSTRACT FROM AUTHOR]

Abstract: Background: Conclusive evidence supports the importance of fundamental movement skills (FMS) proficiency in promoting physical activity and countering obesity. In children with Down Syndrome (DS), FMS development is delayed, which has been suggested to be associated with balance deficits. This study therefore examined the relationship between FMS proficiency and balance ability in children with DS, with the aim of contributing evidence to programmes that address FMS delay. Methods: Participants consisted of 20 children with DS (7.1 ± 2.9 years old) and an age‐matched control group of children with typical development (7.25 ± 2.5 years). In the first part of the study, FMS (i.e. locomotor and object control) proficiency of the children was tested using the Test of Gross Motor Development‐2. Balance ability was assessed using a force platform to measure centre of pressure average velocity (AV; mm/sec), path length (mm), medio‐lateral standard deviation (mm) and antero‐posterior standard deviation (mm). In the second part of the study, children with DS participated in 5 weeks of FMS training. FMS proficiency and balance ability were tested post‐training and compared to pre‐training scores. Verbal and visuo‐spatial short‐term memory capacities were measured at pre‐training to verify the role of working memory in skill learning. Results: FMS proficiency was associated with centre of pressure parameters in children with DS but not in children with typical development. After controlling for age, AV was found to predict significant variance in locomotor (R2 = 0.61, P < 0.001) and object control (R2 = 0.69, P < 0.001) scores. FMS proficiency and mastery improved after FMS training, as did AV, path length and antero‐posterior standard deviation (all P < 0.05). Verbal and visuo‐spatial short‐term memory did not interact with the effects of training. Conclusions: Children with DS who have better balance ability tend to have more proficient FMS. Skill‐specific training improved not only FMS sub‐skills but static balance stability as well. Working memory did not play a role in the changes caused by skills training. Future research should examine the causal relationship between balance and FMS. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the extent to which fundamental movement skills and physical fitness scores assessed in early adolescence predict self-reported physical activity assessed 6 years later. The sample comprised 333 (200 girls, 133 boys; M age = 12.41) students. The effects of previous physical activity, sex, and body mass index (BMI) were controlled in the main analyses. Adolescents' fundamental movement skills, physical fitness, self-report physical activity, and BMI were collected at baseline, and their self-report energy expenditure (metabolic equivalents: METs) and intensity of physical activity were collected using the International Physical Activity Questionnaire 6 years later. Results showed that fundamental movement skills predicted METs, light, moderate, and vigorous intensity physical activity levels, whereas fitness predicted METs, moderate, and vigorous physical activity levels. Hierarchical regression analyses also showed that after controlling for previous levels of physical activity, sex, and BMI, the size of the effect of fundamental movement skills and physical fitness on energy expenditure and physical activity intensity was moderate (R2 change between 0.06 and 0.15), with the effect being stronger for high intensity physical activity. [ABSTRACT FROM AUTHOR]

Issue addressed: This paper outlines the healthy eating and physical activity strategies that were sustained over two and three years after a year-long preschool obesity prevention program in rural and regional NSW, Australia. Methods: Seventeen preschool directors were interviewed as part of the pre and post-evaluation data collection in preschools in 2006 and 2007. In July 2009 a follow-up study of the Tooty Fruity Vegie program was conducted by an independent party to evaluate the program's sustainability. Research was in the form of a telephone interview and related to questions originally asked of the directors. Results: Most of the Tooty Fruity Vegie strategies continued in preschools after health promotion contact ceased. The strategies that were sustained were those that involved experiential activities for the children (e.g taste testing and physical activity sessions), those that were easy for the preschool to implement (e.g. newsletter tips) and those that became embedded into the organisational or environmental framework (e.g. increased access to drinking water). Conclusion: A one-year multi-strategic obesity prevention program in preschool shows promise in sustaining some strategies beyond the year of assisted intervention. [ABSTRACT FROM AUTHOR]