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Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p =.008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p =.005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments. [ABSTRACT FROM AUTHOR]

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

The aim of this systematic review was to provide an overview of the effectiveness of fundamental movement skill interventions in young children (2–5 years) and to identify elements that determine the effectiveness of these interventions. A systematic literature search was conducted in four electronic databases (PubMed, Academic Search Complete, Education Resources Information Centre and SPORTDiscus). First, intervention-related data (e.g., intervention length, volume, focus, and content) were extracted. Next, the methodological quality and risk of bias of the selected studies were evaluated using a 10-item checklist. Sixteen studies (13 randomised controlled trials and 3 controlled trials) met the inclusion criteria of which 9 had a high methodological quality. Fourteen studies reported statistically significant intervention effects, ranging from small negative to very strong positive effects. Four studies executed a retention test of which two showed positive effects. Elements that influence the effectiveness are: incorporating all fundamental movement skills in the intervention with a variety of activities; combining deliberate practice and deliberate play; the intervention length; the intervention volume and; providing a training programme with coaching during the intervention for the professional involved in delivering the intervention. However more studies containing retention tests are needed. [ABSTRACT FROM AUTHOR]

Background: The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children. Methods: This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the "Hello Sunshine" ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The "Hello Sunshine" ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children's physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data. Results: The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups. Conclusions: The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development. [ABSTRACT FROM AUTHOR]

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

This study examined the relationship between motor competence (MC) and Landing Error Scoring System (LESS) performance in a sample of male junior grassroots footballers aged 10-13 years. Ninety-eight boys aged 10-13 years (mean ± SD = 11.7 ± 1 years) undertook assessment of MC, using the Test of Gross Motor Development (third edition) and anterior cruciate ligament (ACL) injury risk using the LESS. Height and mass were assessed from which maturity status was predicted. Multiple backward linear regressions indicated a significant model (p = 0.001), which explained 49% of the variance in LESS scores. Locomotor MC (β = -0.538, p = 0.001), object control MC (β = -0.261, p = 0.004), and age (β = 1.17, p = 0.03) significantly contributed to the model. Maturity offset (p = 0.100) was not significant. Analysis of covariance (controlling for age and maturity offset) indicated a significant difference in locomotor MC between those classified as poor for LESS. A similar result was observed for object control MC (p = 0.003, ηp² = 0.09), where those classed as poor for LESS had significantly poorer object control MC compared with those classed as excellent, good, and moderate. The results of this study indicate that there is a relationship between both locomotor and object control MC and errors in drop jump landing mechanics in boys aged 10-13 years, with MC explaining nearly 50% of the variance in LESS scores. Practically, this study indicates that MC, particularly locomotor MC, has potential to identify performance in jump landing tests that are associated with increased risk of ACL injury in boys who play grassroots soccer. [ABSTRACT FROM AUTHOR]

Background: Childhood obesity is a significant public health crisis that is exposing children to associated morbidities and premature mortality. However, parents can positively influence physical activity trajectories and improve health outcomes by nurturing fundamental movement skills (FMS) in children. This is the first study to explore the determinants of family FMS practice via a systematic synthesis of qualitative evidence. Methods: Keyword searches were completed in SPORTDiscus, PubMed, Scopus, Web of Science, and Embase. Studies that offered perspectives relating to influences on the FMS of 2–6-year-old children in the family context via qualitative approaches, including visual methodologies that provided an important voice to children, were included. A thematic analysis was used to establish key themes. Results: The emergent themes included parent knowledge and beliefs, self-efficacy of parents to teach, and the home environment. Parents often undervalued FMS and lacked the self-efficacy to teach due to poor understanding, conflicting priorities, and multifaceted societal influences. Children preferred autonomous play and socialisation but were negatively influenced by technology and restrictive household rules. Conclusions: Greater knowledge exchange between stakeholders is necessary to empower parents and enhance FMS application at home. More community initiatives could facilitate greater access to outdoor spaces, facilities, and equipment, which may improve family engagement with FMS. [ABSTRACT FROM AUTHOR]

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

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. This study utilized secondary data from the physical activity competence evaluation conducted by the Health Physical Activity Institute (HPAI). In October 2023, the HPAI evaluated the fundamental movement skills (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and health-related fitness (muscular strength, cardiorespiratory endurance, and flexibility) of 291 first and second-grade students. The collected data were analyzed through frequency and multiple regression analyses performed using SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (i.e., that used in single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders. Based on the results derived from this study, it is expected to serve as a theoretical basis for including "jumping" and "static balance" in the first and second grade curriculum of elementary schools, thereby providing essential guidance. [ABSTRACT FROM AUTHOR]

Fundamental movement skills (FMSs) are essential building blocks for children's physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children's FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. [ABSTRACT FROM AUTHOR]

Despite interest in multi-sports training as a strategy to enhance long-term player development in soccer, current practice within English professional soccer academies is not well understood. This study explored the use of multi-sports training by English professional soccer academies (i.e., if multi-sports training was used, how often, session duration, activity type and age-group variations), and practitioners' perspectives with respect to player development (i.e., perceived physical/sociological benefits of; and barriers to use) using an online survey. One practitioner per club, per age category (i.e., Foundation (<9 to <12 years), Youth (<13 to <16 years) and Professional (<18 to <23 years)) was permitted to respond. Sixty practitioners responded, of which, 48% worked with U18-U23 players; 42% with U13–14 and U15–16 players, respectively; 20% with U9–10 players and 33% with U11–12 players. Half (n = 30) of the respondents used multi-sports training for a total of 1 (IQR 1–2) session and 30 (13 to 60) minutes per week. Respondents 'agreed' or 'strongly agreed' that multi-sports training improved physical outcomes, reduced injury risk, helped to avoid early professionalism, and improved communication and problem-solving. Several barriers to inclusion were identified, such as limited training time, lack of equipment and attrition from other staff and players. In summary, although multi-sports training was used by only ∼50% of practitioners, indicating that many clubs specialise in deliberate soccer practice, most practitioners perceived multi-sports training to be beneficial to player development. [ABSTRACT FROM AUTHOR]

Abstract Background The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children. Methods This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the “Hello Sunshine” ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The “Hello Sunshine” ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children’s physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data. Results The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups. Conclusions The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.

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

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Abstract Introduction Early development of fundamental movement skills (FMS) has various health, social, emotional, cognitive, and physical benefits. However, reports indicate children’s motor skill proficiencies are diminishing. Therefore, the early childhood years and early childhood educators are vital for providing opportunities for FMS development, which may enable children to acquire a lifelong positive relationship with physical activity (PA). Methods Educators at early learning centres (ELC) in a regional city were invited to participate in semi-structured interviews and complete a FMS diary. Following the initial data collection, a university student-led FMS focused PA program was delivered. After the completion of the program, educators were invited to participate in a follow-up interview and to complete another FMS diary. The interviews were thematically analysed and the FMS diaries were descriptively reported. Results From pre-program interviews, three themes were identified including “educator training and recall”, “environmental moderators”, and “expanding knowledge”. Educators indicated they had some formal training regarding physical education, but their knowledge was limited or difficult to recall. Educators suggested increasing their knowledge would be a valuable future enabler to advance FMS outcomes. After the completion of the program, interviews with the educators identified “program impact on practices” as another surfacing theme and is indicative the program elicited reflection of educators about their practices. Conclusion A university student-led FMS focused program provoked reflective practices of educators about FMS proficiency and programming. Educators identified challenges, enablers, and opportunities for facilitating FMS activities at ELC.

Abstract Background Capacity building may play an important role in improving classroom teachers’ and early childhood educators’ (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers’ and ECEs’ perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. Methods An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers’ (primary or secondary) or ECEs’ physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). Results A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers’ and ECEs’ perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. Conclusion Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers’ and ECEs’ perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills 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 fundamental movement skills in children.

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

Background: Fundamental movement skills (FMS) are critical components to lifelong participation in sports and physical activity. With the rise in early sports specialization, mastery of motor skills may be limited in youth athletes. The purpose of this study was to assess FMS proficiency in highly active middle school athletes and determine whether proficiency differed between specialization levels and sex. Hypothesis: (1) Most athletes would fail to achieve proficiency in all domains of the Test of Gross Motor Development (TGMD-2), (2) highly specialized athletes would demonstrate lower proficiency in all domains of the TGMD-2, and (3) male athletes would demonstrate higher proficiency than female athletes. Study Design: Cross-sectional. Level of Evidence: Level 4. Methods: A total of 91 athletes were recruited (44 male, 12.6 ± 0.9 years). Activity level was quantified using the Hospital for Special Surgery (HSS) Pediatric Functional Activity Brief Scale (Pedi-FABS), specialization level was determined using the Jayanthi Specialization Scale, and the TGMD-2 was used to assess FMS proficiency. Descriptive statistics were used to describe gross motor, locomotor, and object control percentile rank. A 1-way analysis of variance (ANOVA) was used to assess differences in percentile rank between low, moderate, and high specialization groups and independent samples t tests were used to compare sexes (α < 0.05). Results: Mean Pedi-FABS score was 23.6 ± 4.9. In total, 24.2%, 38.5%, and 37.4% of athletes classified as low, moderate, and highly specialized, respectively. Mean percentile ranks were 56.2%, 64.7%, and 62.6% for locomotor, object control, and gross motor domains, respectively. No athlete achieved a percentile rank >99% in any domain of the TGMD-2, and there was no significant difference between specialization groups or sex. Conclusion: Despite high activity levels, no athlete demonstrated proficiency in any domain of the TGMD-2, and there was no difference in proficiency between specialization levels or by sex. Clinical Relevance: Sport participation, regardless of level, does not ensure adequate mastery of FMS. [ABSTRACT FROM AUTHOR]

This study adopted a quasi-experimental design to explore the effects of fundamental movement skill intervention on the acquisition and retention of physical activity levels and health-related fitness in children with autism spectrum disorder (ASD). In the experiments, 11 children received fundamental motor skill training (12 weeks, 60 min/session, 4 times/week), and 10 children maintained traditional physical activity. Assessments were performed using an ActiGraph GT3X+ accelerometer, health-related fitness pre–post intervention, and 1-month follow-up tests. The sedentary time during physical activity was significantly decreased (p = 0.01), and there were large changes in health-related physical fitness indicators, including significantly improved body composition (body mass index, F(1,19) = 8.631, p = 0.03, partial η2 = 0.312), muscle strength and endurance (sit-ups, F(1,19) = 3.376, p = 0.02, partial η2 = 0.151 and vertical jumps, F(1,19) = 5.309, p = 0.04, partial η2 = 0.218), and flexibility (sit and reach, F(1,19) = 36.228, p = 0.02, partial η2 = 0.656). Moreover, the follow-up tests showed that the children's sedentary time continued to reduce, and the muscle strength and endurance (sit-ups, F(1,19) = 4.215, p = 0.01, partial η2 = 0.426) improved continuously after the intervention. Based on this study, actionable and regular fundamental movement skill programs can be provided in the future as an effective way to achieve the healthy development goals of children with ASD. [ABSTRACT FROM AUTHOR]

The relationship between playing experience and skill analysis ability among preservice physical education teachers is understudied. This study examined the relationship between playing experience, general and game-specific, and skill analysis ability among pre-service physical education teachers in Singapore. Pre-service physical education teachers completed surveys of their playing experience and skill analysis ability prior to the start of their physical education teacher education programs. Spearman's rank-order correlations were run to determine the relationships between playing experience, general and game-specific, and skill analysis ability among pre-service physical education teachers. The results showed that the preservice physical education teachers lacked playing experience in general and were not able to analyze any of the skills commonly taught in schools. Also, there was no correlations between playing experience and skill analysis ability, e.g., a pre-service physical education teacher with playing experience in a game/sport is unable to analyze the skills used in that game/sport, and they are also unable to analyze skills not used in that game/ sport. [ABSTRACT FROM AUTHOR]

Background: Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. Methods: An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). Results: A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. Conclusion: Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills 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 fundamental movement skills in children. [ABSTRACT FROM AUTHOR]

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

Around the world, autism spectrum disorder (ASD) is a prevalent neurodevelopmental condition. It is linked to a wide range of deficiencies across multiple domains, including restrictive and repetitive behaviors that impair interaction or engagement with others. School-aged children with ASD face challenges that make physical activity more difficult. To address challenges associated with ASD, physical education interventions need to be tailored to the child's needs and abilities. Despite advances in research on children with ASD in physical education, adopting contemporary approaches is yet to be the norm. This review aimed to examine the literature on intervention models to improve the physical activity skills of children with ASD and to suggest practical considerations for delivering an effective physical education program and lessons. The recommendations provided in this review support teachers in applying strategies that maximize meaningful learning opportunities for children with ASD and use effective pedagogies that meet their needs. [ABSTRACT FROM AUTHOR]

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

Purpose: To investigate the effect of an obstacle course based physical education program, designed according to contemporary insights on motor learning, on motor competence (MC) of 6- to 7-year-old Flemish children. Method: Pupils from 16 primary schools were randomly allocated to either control (n = 173, 50.3% boys) or intervention group (n = 182, 54.9% boys). MC, assessed with the Körperkoordinationtest für Kinder (KTK), was analyzed with a 2 (Gender, girls vs. boys) × 2 (Group: INT vs. CON) × 3 (Time: pre vs. inter vs. post) Repeated Measures ANOVA. Results: The MC in the intervention group improved more compared with the control group (Time × Group interaction, p <.001). Moreover, a shift to a more favorable MC classification is seen for all children in intervention group. Conclusion: The results underline the potential value of an obstacle course based PE program based and provide a gateway for optimization of the current PE programs. [ABSTRACT FROM AUTHOR]

With the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. A cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1–3 (ages 7–9, n = 1165), 4–6 (ages 10–12, n = 837), and 7–8 (ages 13–14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. The desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10–30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. The present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity. [ABSTRACT FROM AUTHOR]

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

The systematic review was used to evaluate the relationship between fundamental movement skills (FMS) and physical activity (PA) in preschoolers. PubMed, Science Direct, Web of Science, CNKI, and Wanfang databases were searched for terms related to preschoolers' FMS and PA from the establishment to July, 2022. 21 cross-sectional studies and 5 longitudinal studies with 6561 preschoolers were included. There was a significant positive association between FMS and moderate-to-vigorous physical activity (MVPA) (r = 0.25, 95%CI 0.22∼0.27) and total physical activity(TPA) (r = 0.23, 95%CI 0.19∼0.27). The locomotor and object control skills were significant positive association with both MVPA and TPA. There is a significant positive association between FMS and MVPA as well as between FMS and TPA, indicating the movement proficiency is associated with increased PA and vice versa. [ABSTRACT FROM AUTHOR]

Background: Motor development of many children in rural areas of South Africa is compromised because of various socio-economic factors, hence, the need to address these developmental needs. Aim: To examine the immediate and sustainable effects of a 9-week movement programme on fundamental movement skills (FMS) of school children. Setting: Seven to eight years old school children in Raymond Mhlaba Municipality, Eastern Cape province. Methods: A two-group, pre-post-re-test research design was used. Fundamental movement skills (FMS) proficiency was assessed using the Test of Gross Motor Development-Third Edition (TGMD-3) at pre-test, post-test and re-test after 6 months. Ninety-three school children (intervention group [IG] = 57) and (control group = 36), with a mean age of 7.12 (± 0.71) participated in the study. The twice-a-week FMS programme of 30 min was conducted during school hours. Statistical analysis included an ANOVA type of hierarchical linear model (HLM) (mixed models) procedure to test for intervention effects with school, time, sex and group as covariants. Cohen’s effect size was calculated to assess the practical significance of changes. Results: Immediate and sustainable effects were found on locomotor (p 0.05; d 1.7, p 0.05; d 2.0), ball skills (p 0.05; d 0.7, p 0.05; d 1.5) and the gross motor index (GMI) of the IG (p 0.05; d 1.0, p 0.05; d 2.0). Conclusions: A short-duration FMS intervention significantly improve locomotor, ball skills, and GMI of school children in rural areas. Contributions: Interventions of this nature are encouraged to improve the FMS development of school children, especially in rural areas, as it can enhance the building blocks required in the future development of these children.

PurposeThe growth of certain human brain structures peaks at early ages, and complex motor interventions could positively facilitate this process. This study aims to offer an updated meta-analysis regarding the effectiveness of motor development-focused exercise training on gross motor skills in preschool children.MethodsWe searched English- and Chinese-language electronic databases as of March 2024. The main eligibility criteria were as follows: participants were healthy children aged 3 to 6 years old, and the experimental design was a randomized controlled trial, with the control arm participating in either free play or ordinary physical education curriculum. We conducted a Hartung-Knapp random-effects meta-analysis of the standardized mean difference for locomotor, object control, or gross motor quotient.ResultsThe search identified 23 eligible studies, of which approximately 75% were considered to have a low risk of bias. Compared with active control, exercise training showed a large to very large effect size. Cohen’s d values were 1.13, 1.55, and 1.53 for locomotor, object control, and gross motor quotient, respectively. From a probabilistic viewpoint, these effect sizes correspond to events that are “very likely to occur” and “almost sure to occur.” Due to variations in intervention programs, all outcome measures showed high heterogeneity.ConclusionThis updated meta-analysis offers a realistic synthesis of the current evidence, leading to the conclusion that targeted motor skill exercise training can almost certainly enhance preschool children’s gross motor skills. Practical implications are discussed regarding the refinement of the instructional framework and the dissemination of these findings in preschool settings.

Background: Childhood obesity is a significant public health crisis that is exposing children to associated morbidities and premature mortality. However, parents can positively influence physical activity trajectories and improve health outcomes by nurturing fundamental movement skills (FMS) in children. This is the first study to explore the determinants of family FMS practice via a systematic synthesis of qualitative evidence. Methods: Keyword searches were completed in SPORTDiscus, PubMed, Scopus, Web of Science, and Embase. Studies that offered perspectives relating to influences on the FMS of 2–6-year-old children in the family context via qualitative approaches, including visual methodologies that provided an important voice to children, were included. A thematic analysis was used to establish key themes. Results: The emergent themes included parent knowledge and beliefs, self-efficacy of parents to teach, and the home environment. Parents often undervalued FMS and lacked the self-efficacy to teach due to poor understanding, conflicting priorities, and multifaceted societal influences. Children preferred autonomous play and socialisation but were negatively influenced by technology and restrictive household rules. Conclusions: Greater knowledge exchange between stakeholders is necessary to empower parents and enhance FMS application at home. More community initiatives could facilitate greater access to outdoor spaces, facilities, and equipment, which may improve family engagement with FMS.

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. This study utilized secondary data from the physical activity competence evaluation conducted by the Health Physical Activity Institute (HPAI). In October 2023, the HPAI evaluated the fundamental movement skills (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and health-related fitness (muscular strength, cardiorespiratory endurance, and flexibility) of 291 first and second-grade students. The collected data were analyzed through frequency and multiple regression analyses performed using SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (i.e., that used in single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders. Based on the results derived from this study, it is expected to serve as a theoretical basis for including “jumping” and “static balance” in the first and second grade curriculum of elementary schools, thereby providing essential guidance.

Physical literacy (PL) has generated substantial international interest across sport, health and education sectors. Teachers play a crucial role in supporting children's PL growth. Despite PL featuring in several physical education curricular texts, research into teacher understanding and perception of the concept is scarce. This study aimed to explore the understanding and perception of PL among Australian teachers of health and physical education (including generalists and specialists). Utilizing an explanatory sequential mixed-methods study design, the first phase involved an online survey of 174 Australian teachers. The survey, developed from relevant literature, aimed to elicit an understanding of teachers' awareness, understanding, and perceptions of PL, and comprised a combination of open-ended, yes/no, Likert, and multiple-choice response options. The second phase involved semi-structured telephone interviews with nine survey participants, to build on survey responses. Interviews lasting on average 37 (range 28–58) minutes were digitally recorded and transcribed verbatim. For quantitative data, bivariate comparisons were made using chi-square tests to examine the relationships between teacher training (generalist versus specialist), age group, years of teaching experience, and teacher PL understanding. Interview data were analyzed using an inductive thematic approach to identify emergent theme clusters. Respondents (n = 122, male 48.4%) were mostly specialist trained teachers, with 10–14 years of teaching experience. Quantitative findings revealed that while most teachers were aware of PL, many only partially understood the concept, often interpreting it as an understanding of bodily movements and/or the benefits of physical activity participation. There were no differences in PL understanding by teacher training, age group, or years of teaching experience. Two main themes, identified from qualitative interviews, which provided further explanation of teachers' understanding and perception of PL were: (a) 'physical literacy has been a bit of a buzzword': perceptions of the PL concept and (b) 'It's a concept that needs to be ingrained': implementing PL in schools. Teachers acknowledged the potential importance and applicability of PL, however, expressed scepticism (e.g. buzzword) about the concept. Narrow understanding of the concept persisted during interviews. In terms of its implementation within schools, teachers highlighted the need for curriculum alignment, provision of resources and professional development opportunities, and policy changes. In recognizing these implementation strategies, teachers further noted potential barriers that could hinder PL implementation including time constraints, workload and busyness, and the lack of prioritization of physical education (PE) within schools. Study findings revealed the urgent need to clarify the concept of PL for teachers given their critical role in ensuring effective and successful translation of research into educational practice. Resources, professional dialogue, and continuing professional development opportunities can support teachers' overall understanding and implementation of PL. This is important for potentially maximizing children's PL development across the lifespan. [ABSTRACT FROM AUTHOR]

Background: Obesity in children is a serious public health problem, affecting their physical health and quality of life. Fundamental movement skills (FMS) have been suggested to play an important role in reducing the risk of obesity in primary school children and improving their health-related quality of life (HRQoL). Objectives: This study aims to investigate the relationship between body mass index (BMI), FMS, and HRQoL in primary school children. Methods: 193 primary school children (81 boys, 112 girls) aged 6 to 8 years were included in this cross-sectional study. Weight and height, FMS, and HRQoL were measured using BMI percentiles, the Test of Gross Motor Development, Second Edition (TGMD-2) including the object control, locomotor subtests and the total gross motor quotient, and the Pediatric Quality of Life Inventory (PedsQLTM) respectively. Results: There was a negative significant correlation between BMI and gross motor quotient, and between BMI and the locomotor subscale of the TGMD. There was also a negative significant correlation between BMI and the PedsQL scale. There was a positive significant correlation between TGMD and PedsQoL scales. According to linear regression analysis, BMI significantly predicted TGMD gross motor quotient and PedsQL total score. In addition, the TGMD gross motor quotient significantly predicted the total PedsQL score. Conclusion: Mastery of FMS might be an important factor in avoiding obesity and improving HRQoL in primary school children. [ABSTRACT FROM AUTHOR]

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]

Background Purpose Methods Results Conclusion Adequate levels of motor competence (MC) have been associated with multiple health outcomes. Despite the preponderance of effective MC interventions, globally, levels of MC in children and adolescents are low. There is a gap in understanding what leads to effective implementation of MC interventions into routine practice, to benefit the wider population.This study aims to compare implementation outcomes of two versions of Project FLAME: one group of teachers implementing Project FLAME as per the original efficacy trial (‘Original FLAME’), a second group of teachers implementing Project FLAME incorporating three additional implementation strategies (‘Modified FLAME’).A mixed method, two-group pre-and-post design, lasting six weeks during the period of September to November 2021. Three implementation evaluation outcomes were assessed: (i) PE teacher’s self-efficacy in delivering Project FLAME; (ii) Fidelity and adaptation to the project protocol; and (iii) Teachers’ and students’ responsiveness to the project. Data were collected at student and teacher levels using online survey and interviews. Nine PE teachers and their classes from eight schools consented to participate. Descriptives were reported for quantitative online survey data, and qualitative data were analysed thematically.The final analytical sample included data from 9 teachers and 127 students pre- and post-study. Irrespective of implementation group, teachers with low levels of self-efficacy at the baseline improved after the six-week intervention. Teachers’ fidelity to the use of pedagogical external cues and error identification were high in both groups, with more adaptations made in the Modified FLAME group. Students’ satisfaction towards the intervention was high in both groups, with the use of pedagogical external cues reported as highly preferable.Findings provide evidence on the ‘non-negotiable’ features of Project FLAME that have the potential to be implemented for a longer-term in Physical Education settings (e.g. external teaching cues). The documented implementation of Project FLAME provide knowledge on what adaptations may be needed to translate an effective MC intervention into real-world practice. The study reaffirms that documenting the implementation (especially fidelity and adaptation) of MC interventions is beneficial. [ABSTRACT FROM AUTHOR]

This study investigated the effect of external (EC) and internal coaching cues (IC), analogies with a directional component (ADC) on sprint (20 m) and vertical jump performance in academy soccer players (n = 20). A repeated-measures analysis, with post-hoc comparisons, was used to identify any differences between these cues and a neutral (control) cue. Significant differences were found for both sprint (p < 0.001) and jump (p = 0.022) comparisons among cue types. In post-hoc analyses for the 20 m sprint, significant differences were observed between the EC and the IC, favouring the EC (p < 0.01, ES = 1.27 [CI: 0.24, 2.30]), and "away" ADC and the IC, favouring the "away" ADC (p < 0.01, ES = 1.21 [CI: 0.19, 2.22]). No other cues showed significant differences. For vertical jump, there was just one significant difference between comparisons, that being for the "away" ADC vs. the neutral cue, favouring the latter (p = 0.023, ES = 0.4 [CI: −0.04 to 0.84]). It appears that ECs and ADCs are most effective when coaching sprinting performance in academy soccer players. However, simply encouraging maximal effort from a youth athlete also appears to be a reasonable cueing strategy to drive performance in youth athletes. [ABSTRACT FROM AUTHOR]

Abstract Background Aim Materials and methods Results Significance and conclusions When assessing motor skills, occupational therapists are encouraged to seek the perspectives of children and their parents to promote the delivery of client-centered care.To investigate whether 9–12-year-old children’s views and their parents’ proxy views of the children’s motor skill competence and their performance on a standardized, performance-based assessment are associated.Thirty 9–12-year-old children completed the Perceived Motor Competence Questionnaire in Childhood (PMC-C) and the Pictorial Scale of Perceived Movement Skill Competence – version 2 (PMSC-2), while their parents completed the Movement Assessment Battery for Children–2nd Edition Checklist (MABC-2 Checklist). Children’s objective motor skills were measured by the Bruininks-Oseretsky Test of Motor Proficiency–2nd Edition (BOT-2). Spearman’s rho correlations were used to analyze the data.Significant associations were found between the BOT-2 total motor composite and the PMC-C. A significant association was found between the MABC-2 Checklist and the BOT-2 Strength and Agility composite, as well as the PMC-C total score.Occupational therapists are encouraged to include children and their parents in the therapeutic process to capture individual perspectives and deliver client-centered care. [ABSTRACT FROM AUTHOR]

Abstract Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1–3 (7–9 yrs; n = 81), 4–6 (10–12 yrs; n = 89) and 7–8 (13–14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.

Background and purpose. Various studies have investigated Fundamental Movement Skills (FMS) in children and factors that might improve them. However, studies examining FMS in children of indigenous tribes remain limited. Thus, this research aims to identify and analyze the relationship between sociocultural life, parenting, and level of education among indigenous tribe children who live on Mentawai Island. The research is also keen on comparing FMS between genders. Materials and methods. This research employed qualitative and quantitative methods. It was grounded by phenomenology and FMS tests. A total of 15 parents, 3 teachers, and 70 young children (aged 5-7 years) participated voluntarily. The children’s genders comprised boys (n=38) and girls (n=32). Data in this research were collected from observation, semi-structured interviews, and FMS tests (locomotor, non-locomotor and manipulative). Then, they were analyzed using a thematic method and t-test to compare the level of FMS among the children. Results. Based on the analysis, parents stated they involved their children in socio-cultural life. Also, children were educated to live independently and given freedom to play. However, the study did not find any relationship between parent’s educational level and FMS. This was evidenced by statistical analysis, in which the mean score of FMS among early childhood in Mentawai Island was 35.46 (good). Following that, boys had better FMS than girls (P33.53. Conclusions. Children need to be given the freedom to actively take part in physical activities in order to gain physical experiences and better FMS. This study recommends future research involving other factors and comparing FMS between children of indigenous tribes and those who live in urban areas.

This study adopted a quasi-experimental design to explore the effects of fundamental movement skill intervention on the acquisition and retention of physical activity levels and health-related fitness in children with autism spectrum disorder (ASD). In the experiments, 11 children received fundamental motor skill training (12 weeks, 60 min/session, 4 times/week), and 10 children maintained traditional physical activity. Assessments were performed using an ActiGraph GT3X+ accelerometer, health-related fitness pre–post intervention, and 1-month follow-up tests. The sedentary time during physical activity was significantly decreased (p = 0.01), and there were large changes in health-related physical fitness indicators, including significantly improved body composition (body mass index, F(1,19) = 8.631, p = 0.03, partial η2 = 0.312), muscle strength and endurance (sit-ups, F(1,19) = 3.376, p = 0.02, partial η2 = 0.151 and vertical jumps, F(1,19) = 5.309, p = 0.04, partial η2 = 0.218), and flexibility (sit and reach, F(1,19) = 36.228, p = 0.02, partial η2 = 0.656). Moreover, the follow-up tests showed that the children’s sedentary time continued to reduce, and the muscle strength and endurance (sit-ups, F(1,19) = 4.215, p = 0.01, partial η2 = 0.426) improved continuously after the intervention. Based on this study, actionable and regular fundamental movement skill programs can be provided in the future as an effective way to achieve the healthy development goals of children with ASD.

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

Background: The relationship between moderate to vigorous physical activity (MVPA) and fundamental motor skill (FMS) is inconsistent in early childhood, due to its complex and nonlinear characteristics. This study aimed to analyze the nonlinear relationships between MVPA, FMS, body mass index (BMI), sex, and age in preschoolers. Methods: This cross-sectional study with preschoolers (n = 204; 4.0 [0.8] y old; 99 boys), provided objective physical activity data, FMS assessments, and BMI. The associations between MVPA, FMS, BMI, sex, and age were explored using the network analysis (RStudio and qgraph). Results: Boys were more motor competent than girls in all FMS skills, while girls were more active than boys during the weekend. Older children were less active than their younger peers during these days. MVPA is weak and differently related to each FMS, and the leap skill emerged with the highest betweenness and strength values in the network. Conclusions: For the assessed preschoolers, when considering BMI, age, and sex, the relationships between MVPA and FMS are inconsistent, and leap emerged as the main variable. During early childhood, these variables are connected as part of a complex system in which each skill has a dynamic role within the emerging pattern. [ABSTRACT FROM AUTHOR]