The Effectiveness of Fundamental Movement Skill Interventions on Moderate to Vigorous Physical Activity Levels in 5- to 11-Year-Old Children: A Systematic Review and Meta-Analysis

Children's and Adolescents' Actual Motor Competence, Perceived Physical Competence and Physical Activity: A Structural Equation Modelling Meta-Analysis

BACKGROUND

Perceived physical competence (e.g. perceived motor skills, perceived athletic competence) is hypothesised to mediate the association between actual motor competence and physical activity in children, and this mediated association is expected to be stronger in older children and adolescents. However, no meta-analyses to date have synthesised the hypothesised mediation effect.

OBJECTIVES

The purpose of this study was to systematically identify and synthesise the existing literature on the hypothesised mediation model between actual motor competence, perceived physical competence and physical activity in children and adolescents using structural equation modelling meta-analysis.

METHODS

Five electronic databases were searched from inception to December 2023 using a range of keywords for actual motor competence, perceived physical competence, physical activity and children/adolescents. Machine learning assisted screening was used to identify studies which reported the association between at least two of the variables in the hypothesised model in children and adolescents aged 4-18 years. One-stage structural equation modelling meta-analysis was used to test the hypothesised model. Moderation analysis was conducted to determine whether any of the model parameters differed as a function of children's age.

RESULTS

A total of 218 reports that reported on 213 studies met the inclusion criteria and were included in the meta-analysis. Results from studies which examined the concurrent association between actual motor competence (gross motor, locomotion, object control), perceived physical competence, and physical activity demonstrated that perceived physical competence only had a small absolute (0.029 ≤ r ≤ 0.034) and relative (16.7-20.6% of total effect) mediating effect on the association between actual motor competence and physical activity. Results from studies which examined lagged associations (11% of included studies) also demonstrated a small bidirectional mediation effect of perceived physical competence. The moderation model demonstrated the mediation effect was significantly stronger in adolescents than children, albeit still weak.

CONCLUSIONS

Perceived physical competence is not a strong mediator of the association between actual motor competence and physical activity in children and adolescents. Given that the association between perceived physical competence and actual motor competence with physical activity are largely independent, there may be benefits to targeting both motor skills and perceived physical competence to increase engagement in physical activity.

Validity and reliability of the Simple Motor Competence-check for Kids (SMC-Kids)

OBJECTIVES

To examine the validity and reliability of the Simple Motor Competence-check for Kids (SMC-Kids), which was developed to assess motor development in preschool children.

DESIGN

A cross-sectional and repeated-measures design.

METHODS

To assess validity, 71 children aged 4-6 years completed the Test of Gross Motor Development-3 (TGMD-3) and SMC-Kids (10 m shuttle run and paper ball throw). For inter-rater reliability, 91 children aged 3-6 years performed the SMC-Kids test, twice, by two different raters. To evaluate intra-rater reliability and quantify improvements beyond measurement error, 53 participants were reassessed by the same rater 7-10 days later.

RESULTS

Spearman's rho between the 10 m shuttle run and the TGMD-3 locomotor score was -0.51 (95 % CI: -0.31, -0.66), and between the paper ball throw and TGMD-3 ball skill score was 0.80 (95 % CI: 0.70, 0.87). Confirmatory factor analysis showed strong associations of the 10 m shuttle run and paper ball throw with latent variables of locomotor and object control skills, with factor loadings of -0.97 and 0.88, respectively. Both tests showed good-to-excellent inter-rater (ICC = 0.898-0.96) and intra-rater reliabilities (ICC = 0.882-0.974). The smallest worthwhile changes were 0.25 s for the 10 m shuttle run and 0.42 m for the paper ball throw, with double coefficients of variation of 0.46 s and 0.99 m, and MDC 95 of 0.82 s and 1.52 m, respectively.

CONCLUSIONS

SMC-Kids is a simple tool to quickly measure preschooler locomotor and object control skills without the need for special equipment or large spaces.

Reviewing the association between motor competence and physical activity from a behavioral genetic perspective

A much-cited model by Stodden and colleagues has proposed motor competence to be a 17 promising target for intervention to increase childhood physical activity. Motor competence is thought to influence future physical activity through bidirectional causal effects that are partly direct, and partly mediated by perceived motor competence and physical fitness. Here, we argue that the model is incomplete by ignoring potential confounding effects of age-specific and age-invariant factors related to genetics and the shared family environment. We examined 106 systematic reviews and/or meta-analyses on the Stodden model for the mention of familial confounding. These reviews summarized data from 1,344 primary studies on children in the age range 0-18 on the associations in five bidirectional pathways: motor competence-physical activity, motor competence-perceived motor competence, perceived motor competence-physical activity, motor competence-physical fitness, and physical fitness-physical activity. We show that a behavioral genetic perspective has been completely lacking from this vast literature, despite repeated evidence for a substantial contribution of genetic and shared environmental factors to motor competence (h 2 = ♂55%-♀58%; c2 = ♂31%-♀29%), physical fitness (h 2 = ♂65%-♀67%; c 2 = ♂3%-♀2%), and physical activity (h 2 = ♂37%-♀29%; c 2 = ♂33%-♀49%). Focusing on the alleged causal path from motor competence to physical activity, we find that the systematic reviews provide strong evidence for an association in cross-sectional studies, but weak evidence of prediction of physical activity by motor competence in longitudinal studies, and indeterminate effects of interventions on motor competence. Reviews on interventions on physical activity, in contrast, provide strong evidence for an effect on motor competence. We conclude that reverse causality with familial confounding are the main sources of the observed association between motor competence and physical activity in youth. There is an unabated need studies on the interplay between motor competence, perceived motor competence, physical fitness, and physical activity across early childhood and into adolescence, but such studies need to be done in genetically informative samples.

A Fundamental Movement Skill Test for Preschool Children With and Without Overweight: The SALTO Test Battery

PURPOSE

This study aimed to evaluate a 3-factor model of fundamental movement skills in preschool children, incorporating both process- and product-oriented assessment methods, and to test the model's invariance across subgroups of age, body weight and sex.

METHODS

The SALTO test battery was administered to 736 preschool children aged 3-6 years. A single-indicator multitrait-multimethod model was specified with Locomotion, Object Manipulation, and Balance as latent factors and a latent method factor to address the multimethod design. Measurement invariance was tested across subgroups using multigroup confirmatory factor analysis.

RESULTS

The 3-factor model yielded good fit indices, confirming the construct validity of the SALzburg Together against Obesity test battery. Strong measurement invariance was found across body mass index groups, whereas partial invariance was observed across age and sex groups. Older children outperformed younger ones in all skill domains, children with overweight had lower skills in Balance and Locomotion, and sex differences were found in Object Manipulation and Balance.

CONCLUSION

The SALTO test battery is a structurally valid tool for evaluating and comparing fundamental movement skills in preschool children across age, weight status, and sex. The findings underscore the importance of considering these factors when designing interventions to enhance fundamental movement skills in early childhood.

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

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.

Sleep and fundamental movement skills in primary schoolchildren: The REACT project

OBJECTIVE

Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children.

METHODS

This cross-sectional study included 996 children (mean age: 8.3 ± 1.2 years) from 25 of the 32 primary schools in Matosinhos, northern Portugal. Data collection occurred between January and June 2022. Sleep was assessed using an ActiGraph wGT3X-BT accelerometer worn on the wrist for 7 consecutive days. FMS proficiency levels were assessed in the schools with a new digital platform (Meu Educativo®) that evaluated five object control skills (dribble, kick, catch, throw, and underhand roll), with a total score ranging between 5 and 15. Multilevel ordinal logistic regression was used to test the associations between sleep characteristics and FMS proficiency levels. Covariates included age, sex, body mass index z-score, socioeconomic status, and moderate-to-vigorous physical activity.

RESULTS

The results showed that sleep characteristics (duration, efficiency, and regularity) were not related to FMS proficiency. Being a boy, older age, and higher moderate-to-vigorous physical activity levels were all significantly associated with better FMS proficiency levels. There were no significant sex-by-age interactions.

CONCLUSION

Sleep was not found to be related to FMS performance in children. This finding suggests that sleep is not a good correlate of FMS proficiency levels in school-aged children, and attention should be dedicated to other more important factors such as skill-learning-specific physical activity.

Assessing basic motor competences, physical fitness, and executive function in 4-5-year-old children: a longitudinal study in a primary care setting

BACKGROUND

To evaluate the progression of physical fitness (PF), basic motor competence (BMC), and executive function (EF) over one year in children aged 4-5 years at a health center.

METHODS

In this longitudinal analysis, children's BMC was evaluated using the MOBAK KG test for object and self-movement. The PREFIT Battery gauged PF through handgrip strength, standing long jump, and other fitness measures, while the Early Years Toolbox appraised EF.

RESULTS

Adjustments for confounding factors showed notable improvements in BMC, particularly in object movement (OM; mean difference 0.789, p = 0.044) and self-movement (SM; mean difference 0.842, p = 0.037), with overall MOBAK scores also increasing (mean difference 1.632, p = 0.018). Enhancements in the standing long jump (mean difference 9.036 cm, p = 0.014) and EF tasks "Mr. Ant" (mean difference 0.669, p < 0.001) and "Go/No-Go" (mean difference 0.120, p < 0.001) were evident, signifying substantial BMC gains and some progress in PF and EF.

CONCLUSION

This research underscores the positive impact of regular training on BMC and PF in young children. Significant BMC development and associated improvements in PF and EF over the study period highlight the importance of structured activities in early childhood. These findings advocate for standardized training programs to enhance childhood health and encourage active lifestyles.

TRIAL REGISTRATION

NCT05741879. Registered February 14, 2023, Version 1.

Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years

Fundamental motor skills (FMS) are the cornerstone of a child's motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) provider, improved the FMS of 4-5-year-old children across multiple sites.

METHODS

The Early Years FMS intervention ran for 18 weeks, 1 h/week, using a standardised programme of activities to develop FMS competencies across 219 children from 15 schools in the Midlands, UK. An adapted assessment was employed as a measure of FMS, assessing locomotor, object control, and stability skills at weeks 1, 9, and 18. The FMS were each rated as green = competent, amber = working towards, or red = not meeting the standards of the skill. A description of key programme implementation characteristics was described.

FINDINGS

Statistically significant increases in FMS competencies were achieved for 80% of participants at 18 weeks. Key implementation characteristics for the intervention included consistent staffing, a standardised programme, and a variety of pedagogical approaches delivered by specialist PE staff.

CONCLUSION

This evaluation provided important insights into the effectiveness and implementation of the Early Years FMS intervention to improve FMS competencies in children aged 4-5 years.

Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach

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

Motor Competence Among Irish Adolescents: An Investigation of Sex Differences and Relatedness Between Fundamental Movement Skills and Functional Movement

In prior research, Irish youth displayed poor motor competence across fundamental movement skills (FMS) and functional movements (FM). Our purpose in this study was to compare FMS and FM across male and female Irish adolescents and to determine whether there are associations between these movement domains. We collected data on 373 adolescents (178 females; M age = 14.38, SD = 0.87 years) from six Irish secondary schools, including motor competence testing of 10 FMS, and 7 FM. Overall levels of motor competence of both FMS and FM were low, and certain levels of dysfunctional movement were high. We observed significant sex-based differences in both FMS and FM, and there was a moderate association between FMS and FM that warrants further investigation. There is a need for societal intervention and policy changes to address low levels of motor competence among adolescent youth.

Comparative Effectiveness of Physical Activity Intervention Programs on Motor Skills in Children and Adolescents: A Systematic Review and Network Meta-Analysis

Objective: To evaluate how different physical activity (PA) interventions (traditional, exergaming, and teacher/parent education) impacted children's motor skills (object control, locomotor, and gross motor). Design: Systematic review and network meta-analysis. Data sources: PubMed, Medline, Scopus, Web of Science, EMBASE, and PsycINFO. Eligibility criteria: (1) Participants comprised 1708 children 3-12 years; (2) PA or exercise-based interventions were investigated; (3) only studies using a Test of Gross Motor Skills assessment were included; (4) RCT were chosen as the study design to assess the impact of PA interventions on children's motor skills; and (5) culture-based PA studies with English language only were included. Data were analyzed using a Bayesian network meta-analysis. Results: The results were reported as standardized mean differences (SMDs) with associated 95% credible intervals (CrIs). For object control, aerobic intervention (SMD 6.90, 95% Crl 1.39 to 13.50); for locomotor, exergaming intervention (SMD 12.50, 95% Crl 0.28 to 24.50); and for gross motor, aerobic intervention (SMD 7.49, 95% Crl 0.11 to 15.70) were the most effective treatments. Conclusion: Children's FMSs have been improved through different PA interventions. Among them, aerobic interventions seem to be the most effective intervention in enhancing object control skills and overall gross motor skills.