Does fundamental movement skill proficiency vary by sex, class group or weight status? Evidence from an Irish primary school setting

Mapping relationships among gross motor skills in 16,989 children using network analysis

The development of gross motor skills during childhood is crucial for shaping more complex movements and laying the groundwork for physical activity, and subsequently lifelong health and enhanced well-being. Performance in motor skills improves throughout development, with the greatest improvements occurring during childhood. Understanding the relationships between developing gross motor skills is essential for informing educational and intervention practices. A total of 16,989 children aged 3-11 years underwent assessment of gross motor skills. Using network analysis, gross motor skills networks were constructed for the entire sample, and stratified by age and sex. The accuracy and stability of the networks were assessed, and centrality and bridge statistics were estimated for each node. The results indicated that running and two-hand catching exhibited higher centrality and bridge statistics compared to the other nodes in the all-sample network. Additionally, it was observed that the strength between nodes decreased and their distance increased with age. These results highlight the importance of specific gross motor skills due to their significant role in relation to other skills within the network. Gross motor skills progress towards increased independence and specialisation during development, indicating the importance of early educational interventions where children could benefit from educational practices focused on catching and running.

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.

Is there an association between proficiency in fundamental movement skills and mderate-to-vigorous physical activity in childhood on weekdays and weekends? The REACT project

OBJECTIVE

The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends.

METHODS

This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the digital platform Meu Educativo®. Three groups were formed based on the frequency of FMS that each child mastered: group 1 (wizard level in four or five FMS); group 2 (wizard level in two or three FMS); and group 3 (wizard level in at most one skill). Multilevel models were used to analyze the data treating children (level-1) nested within schools (level-2).

RESULTS

Compared to group 1, groups 2 (-12.9 ± 2.3 min day-1) and 3 (-23.9 ± 2.4 min day-1) were less physically active during weekdays and weekends (group 2: -14.7 ± 2.7 min day-1 and group 3: -22.4 ± 2.9 min day-1), independent of age and sex. There was a decline in MVPA during the weekend. Further, on average, boys were more active than girls, and with increasing age, children were less active.

CONCLUSION

On average, children with higher FMS levels are generally more physically active than their peers with lower FMS levels. Even though MVPA tends to decline on weekends, FMS proficiency is a significant factor in maintaining 60 min of MVPA on weekends.

Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the REACT project: A multivariate multilevel analysis

OBJECTIVE

This paper examines the relationship between body mass index (BMI) and cardiorespiratory fitness (CRF) using a multivariate multilevel approach and investigates the links between individual and school-related correlates with children's BMI and CRF.

METHODS

This cross-sectional sample included 1014 children (6-10 years) from 25 Portuguese primary schools. BMI was calculated, and CRF was assessed with the PACER test. Fundamental movement skills (FMS) included five object control tasks. Moderate-to-vigorous physical activity (MVPA), sleep, and sedentary time were assessed with the ActiGraph wGT3X-BT accelerometer. Socioeconomic status (SES) and school variables were also obtained. A multivariate multilevel model was used, and alpha was set at 5%.

RESULTS

BMI and CRF systematically increased with age. Most of the joint variance (94.4%) was explained at the child level, and BMI and CRF were correlated at this level (ρ = -.37). More active children demonstrated higher CRF levels and had lower BMI levels; sedentary and sleep time were not significantly associated with BMI or CRF. FMS were positively associated with CRF but were not significantly associated with BMI. Children at higher SES were more fit and had lower BMI than their peers of lower SES. Finally, school-level variables were not significantly related to BMI and CRF.

CONCLUSION

BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics.

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project

OBJECTIVE

The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS.

METHODS

The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z-scores, and their sum was expressed as overall PF and FMS. Child-level variables included body mass index (BMI) z-scores, accelerometer-measured sedentary time and moderate-to-vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed.

RESULTS

Approximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS.

CONCLUSION

PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study

OBJECTIVES

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.

DESIGN AND METHODS

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.

RESULTS

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.

CONCLUSIONS

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.

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

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.

Correlation of fundamental movement skills with health-related fitness elements in children and adolescents: A systematic review

Objective

To examine the correlations between fundamental movement skills and health-related fitness elements (cardiopulmonary function, flexibility, body composition, muscle strength and endurance) in children and adolescents and investigate the evaluation methods and tools of fundamental movement skills and health-related fitness.

Methods

Six electronic databases (Web of Science, PubMed, ProQuest, Scopus, EBSCO and CNKI) were searched, and the research literature on the correlation between children's and adolescents' fundamental movement skills and health-related fitness published since 2002 was collected. The guidelines of the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement and the Consolidated Standards of Reporting Trials (CONSORT) statement were used to evaluate the quality of the literature, and the sources, samples, measurement methods, main results and statistical data of the study were analyzed, summarized and discussed.

Results

After applying the inclusion and exclusion criteria, 49 studies were included. There were 13 tools for evaluating fundamental movement skills and 4 tools for evaluating comprehensive health-related fitness in the included literature. Sufficient research evidence supports a significant positive correlation between fundamental movement skills and cardiopulmonary function (10, 100%) and muscle strength and endurance (12, 100%), and most studies support the positive correlation between fundamental movement skills and flexibility (4, 66.7%), and the significant negative correlation between fundamental movement skills and body composition (29, 67.4%). Studies used skinfold, AF%, BF%, FM, and FFMI as evaluation methods. They showed a consistently significant negative correlation between body composition and fundamental movement skills (9, 100%), while BMI or waist circumference as evaluation methods showed no consistent significant negative correlation result (20, 58.8%). Moreover, in the sub-item evaluation of fundamental movement skills, object manipulation, locomotor and balance skills were all significantly and positively correlated with cardiopulmonary function and muscle strength and endurance. In contrast, locomotor skills were more closely related to body composition than object manipulation skills.

Conclusion

A significant correlation exists between children's and adolescents' fundamental movement skills and health-related fitness elements.

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.

Associations between Fundamental Movement Skills and Moderate-to-Vigorous Intensity Physical Activity among Chinese Children and Adolescents with Intellectual Disability

Higher physical activity (PA) levels will obtain more health-related benefits for children and adolescents with intellectual disabilities (ID). The mastery of fundamental movement skills (FMS) potentially correlates with PA. This study aimed to examine the associations of FMS with moderate-to-vigorous intensity physical activity (MVPA) levels in children and adolescents with moderate to severe ID. Moreover, this research analyzes whether there are gender and age differences in the association between these two variables. A total of 93 children and adolescents with ID, aged 8-17 years (mean age = 13.27; SD = 3.35), were recruited from a special school located in western China. The time spent in MVPA was measured using waist-worn accelerometers. FMS proficiency was assessed using the Test of Gross Motor Development 2 (TGMD-2). Children and adolescents with ID tend to have delayed maturity of FMS patterns (locomotor skills t (92) = -16.91, p < 0.001, d = 2.48; object control skills t (92) = -25.39, p < 0.001, d = 3.72; total FMS t (92) = -21.83, p < 0.001, d = 3.20) and lower proficiency in objective control skills (t (92) = 3.989, p < 0.001, d = 0.29). A significant positive correlation was found between MVPA and FMS, and this association was moderated by gender and age. For boys, object control skills were a significant predictor of MVPA time (B = 0.842, p < 0.01), whereas locomotor skills were a significant predictor of MVPA time (B = 0.472, p < 0.05) for girls. For children with ID, object control skills were a significant predictor of MVPA time (B = 0.736, p < 0.05). Proficiency in FMS has a positive effect on increasing the level of MVPA in children and adolescents with ID. Gender and age factors should be considered when implementing FMS intervention programs.

Fundamental motor skills of kindergarten children in different environments and ethnic groups in Northwest China

Background

The status of children’s early motor skills play an important role during childhood and across lifetime. This study described FMS proficiency among boys (n = 189) and girls (n = 179) kindergarten children from 3 to 6 years old (4.4 s 0.7, mean ± SD) in northwest China. The differences in FMS proficiency of boys and girls from different environments, ethnic groups were analyzed respectively.

Methods

TGMD-3 was used to assess FMS. FMS mastery level was defined according to the correct performance of all criteria over two trials. The correlation between BMI and FMS and the interaction of environmental and ethnic on FMS were analyzed. The general linear model was used to evaluate the differences of boys and girls among environment groups (urban/suburban/county), and ethnic groups (Han/Hui/Tibetan) on the FMS subsets respectively.

Results

FMS proficiency was assessed in 368 3- to 6-year-old children (n = 156 urban, n = 101 suburban, n = 111 county)/(n = 208 Han, n = 107 Hui, n = 53 Tibetan). Overall, the highest skill performance was the run, with 86% achieving mastery level, and the poorest performance was the FH strike, at only 19%. Correlation between BMI and FMS is minimal. According to TGMD-3 scores, there was no significant difference between boys and girls in total FMS (p = 0.38). In terms of locomotor skills, boys performed better than girls in the hop, skip and slide (p < 0.05). County children performed significantly difference than urban and suburban children. Some skills performed less proficiently, (boys in 6 of 13 skills: run, HJ, slide, TH strike, FH strike and kick; girls in 4 of 13 skills: run, slide, TH strike and kick) and some skills performed more proficiently (boys in dribble; girls in hop and dribble). Tibetan children performed significantly difference than Han and Hui children. Some skills performed less proficiently, (boys in 6 of 13 skills: run, HJ, slide, TH strike, FH strike and kick; girls in TH strike) and some skills performed more proficiently (boys and girls were all in dribble).

Conclusion

Children in northwest China showed certain characteristics in FMS, the county/Tibetan boys and girls performed poorer than others in ability to execute particular process characteristics of some skills and performed more outstanding in other skills. It suggests that a certain group population may need specific focus on interventions to improve their FMS level.

Gross motor skills trajectory variation between WEIRD and LMIC countries: A cross-cultural study

Aim

This study aimed to examine the prevalence of delays and borderline impaired performance for Brazilian girls and boys and the differences in the motor trajectories (locomotor and ball skills) of girls and boys (3- to 10-years-old) across WEIRD (Western, Educated, Industrial, Rich, and Democratic) countries and Brazil–a low- and middle-income country (LMIC).

Methods

We assessed 1000 children (524 girls; 476 boys), 3- to 10.9-year-old (M = 6.9, SD = 2.1; Girls M = 6.9, SD = 2.0; Boys M = 6.9, SD = 2.1), using the Test of Gross Motor Development-3. Using systematic search, original studies investigating FMS in children using the TGMD-3 were eligible; 5 studies were eligible to have the results compared to the Brazilian sample. One sample t-test to run the secondary data from Irish, American, Finnish, and German children (i.e., mean, standard deviation).

Results

The prevalence of delays and borderline impaired performance was high among Brazilian girls (28.3% and 27.5%) and boys (10.6% and 22.7%). The cross-countries comparisons showed significant (p values from .048 and < .001) overall lower locomotor and ball skills scores for Brazilian children; the only exceptions were skipping, catching, and kicking. We observed stability in performance, across countries, after 8-years-old, and no ceiling effects were found in the samples.

Conclusions

The Brazilian sample emphasized the need for national strategies to foster children’s motor proficiency. Differences in motor opportunities may explain the differences in motor trajectories between children in WEIRD and LMIC countries.

TGMD-3 short version: Evidence of validity and associations with sex in Irish children

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

Moderate-to-vigorous physical activity and sedentary behavior in children with and without developmental coordination disorder: Associations with fundamental movement skills

BACKGROUND

There is a pandemic of physical inactivity in children. Compared to children with typical development (TD), those with developmental coordination disorder (DCD) are less physically active. Mastery of movement skills such as fundamental movement skills (FMS) are potential correlates of physical activity.

AIMS

To examine the associations of FMS with moderate-to-vigorous physical activity (MVPA) and sedentary behavior (SB) in children with DCD and TD.

METHODS AND PROCEDURES

This cross-sectional study included 172 children with DCD (n = 73; boys = 49) or TD (n = 99; boys = 48) aged 6-10 years. Five components of FMS (running, jumping, throwing, catching, kicking) were assessed using process- and product- oriented approaches using the Test of Gross Motor Development-second edition. The time spent in MVPA and SB was measured using accelerometers.

OUTCOMES AND RESULTS

Children with DCD had significantly poorer performance in FMS proficiency in terms of specific movement patterns (jumping and catching) and outcomes (running, jumping, catching, and kicking) when compared to children with TD. MVPA and SB were significantly associated with certain process-oriented FMS assessments in children, which was moderated by motor coordination status and sex. Movement patterns of catching (odds ratio = 1.686, p < .05) was a significant predictor of children's attainment of the MVPA guideline.

CONCLUSIONS AND IMPLICATIONS

It is important to develop FMS patterns and ball skills in early childhood, particularly for children with DCD, to combat physical inactivity and its related health problems.

Actual and Perceived Motor Competence in Relation to Body Mass Index in Primary School-Aged Children: A Systematic Review

Unhealthy-weight status may represent a precursor of poor actual (AMC) (i.e., process- and product-oriented) and perceived (PMC) motor competence. AMC and PMC represent key elements favoring long-term commitment in sports and day-to-day life physical activity. In fact, the development of AMC and PMC during the primary school years could help to counteract weight-related negative effects (i.e., overweight or obesity) that are responsible for sedentary or unhealthy behavior across the life span. Therefore, this review aimed to provide a synopsis of the current research investigating the relation of AMC and PMC with weight status and in the context of potential gender differences. Systematic research in five electronic databases (PubMed, Web of Science, EMBASE, CINAHL, Scopus) was conducted from April 2021 to May 2021 in compliance with PRISMA guidelines. Studies were included if they involved obese or overweight youth (6–10 years) with no physical or cognitive impairment and used a longitudinal or a cross-sectional assessment of motor competence and perceived motor competence outcomes. After the selection process and after duplicates were removed, the final sample included 27 studies. Most of the studies reported that AMC and PMC are negatively associated with weight status, with male and females differing from each other in overall and subtest (locomotor, object control, and stability skills) AMC scores. However, according to a risk of bias assessment, the level of evidence linked to the association of AMC (process and product) and PMC with weight status (BMI) remained uncertain and lacking, respectively. Further high-quality studies are warranted to improve the understanding of AMC and PMC in relation to weight status, which appears to be differently expressed by gender in primary school years. Regardless, based on the current quantitative data, the emerging inverse association between AMC/PMC and weight status implies that it would be best to limit sedentary behavior by including daily lessons in physical education to limit unfavorable conditions (i.e., obesity and overweight) during the school years.

Relationship between motor fitness, fundamental movement skills, and quality of movement patterns in primary school children

Seefeldt`s classic motor development pyramid model recognizes the significance of fundamental movement skills (FMS) in physical activities and proposes a "proficiency barrier" between FMS and higher-level specific sports skills during middle childhood. However, the relationship between the layers of the conceptual model has not been empirically tested. This study investigated motor fitness (MF), FMS, and quality of movement patterns (QMP) in 7-10 years old children and evaluated the relationships among them. A total of 117 children were randomly selected to take tests of MF, the Test of Gross Motor Development-2 (TGMD-2), and the Functional Movement Screen (FMS™). MF and FMS levels were classified according to percentile ranges. Two multiple (R×C) Chi-Square tests were applied to analyze the relationships between MF, FMS, and QMP. Post-hoc testing estimated the possibility of FMS and QMP to predict MF. The results showed that boys scored significantly higher on the object-control subtest and on the TGMD-2 compared to girls (p<0.001), while girls scored significantly higher on the FMS™ (p = 0.001). FMS score and QMP level were weakly correlated with MF (FMS: χ2 = 14.605, p = 0.006, Cramer`s V = 0.25; QMP: χ2 = 13.943, p = 0.007, Cramer`s V = 0.24). Thus, 60.5% of children with "excellent" FMS and 59.6% with "high" QMP were categorized as having a "good" MF. In contrast, only 23.1% of children with "poor" FMS and 24.3% with "low" QMP were classified as having a "good" MF. Our results confirm MF, FMS, and QMP are correlated with each other, although this relationship is weak. Further, a possible motor skill proficiency barrier exists already in children 7-10 years old. The study results support the promotion of physical activity and motor skill development in primary school children.

Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

The purpose of the study was to find out whether a short 6-week intervention on motor competence can reduce the Relative Age Effect (RAE) of preschool children born in the first quarter, compared to those born in the fourth quarter of the same year. Seventy-six preschool children (5.20 ± 0.54 years) from Lugo (Spain) participated. A quasi-experimental pre-post-test design was used with an intervention group (n = 32) and a control group (n = 44). The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data before and after the intervention. The data show that, before the intervention, there are significant differences between the control and the intervention group in favor of the former (born in the first quarter of the year) in manual dexterity (p = 0.011), balance (p = 0.002), total test score (p = 0.008), and total percentile score (p = 0.010). After the application of the specific intervention, statistically significant differences were found in aiming and catching (p < 0.001), balance (p = 0.022), total test score (p = 0.001), and total percentile score (p < 0.001) in favor of the intervention group (born in the last quarter of the year). The results obtained suggest that the application of a specific intervention on MC could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

Changes in Motor Competence after a Brief Physical Education Intervention Program in 4 and 5-Year-Old Preschool Children

Low motor competence (MC) can cause low participation in physical activities in preschool children, and together with a high caloric intake, it can lead to obesity. Interventions on motor skills are effective in the short term to improve MC, therefore the objectives of this study were (1) to investigate the effect of a short six-week program on levels of motor competence in preschool children, and (2) to examine the effects of gender-based intervention. A total of 156 preschool children (5.20 ± 0.54 years old) from Lugo (Spain) participated. A quasi-experimental pre-post-test design was used with a control group of 76 students. The Movement Assessment Battery for Children-2nd Edition (MABC-2) was used to collect the data. Significant differences between the control and experimental groups were found after the intervention program in aiming and catching (p < 0.001), balance (p < 0.001), the total score of eight tests (p < 0.001), and total percentile score (p < 0.001). The results regarding gender in the experimental group showed a reduction in differences with respect to the initial results except in aiming and catching, where scores were higher in boys. The data suggest that the application of specific intervention programs in MC could positively influence the improvement of MC in preschool children, thus reducing differences between genders.

Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium

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

Investigating the Age-Related Association between Perceived Motor Competence and Actual Motor Competence in Adolescence

Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373; mean age: 14.38 ± 0.87 years; 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills; however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.

Moving Well-Being Well: Investigating the maturation of fundamental movement skill proficiency across sex in Irish children aged five to twelve

Fundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5-12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age.