1
|
Loh A, Bourke M, Saravanamuttoo K, Bruijns BA, Tucker P. The impact of an early childhood educator e-Learning course on young children's fundamental movement skills: A cluster randomized controlled trial. J Sports Sci 2024:1-9. [PMID: 39299933 DOI: 10.1080/02640414.2024.2404777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2023] [Accepted: 09/09/2024] [Indexed: 09/22/2024]
Abstract
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.
Collapse
Affiliation(s)
- Aidan Loh
- School of Kinesiology, Western University, London, Canada
| | - Matthew Bourke
- School of Occupational Therapy, Western University, London, Canada
| | - Kendall Saravanamuttoo
- Health and Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada
| | | | - Patricia Tucker
- School of Occupational Therapy, Western University, London, Canada
| |
Collapse
|
2
|
Bai M, Lin N, Yu JJ, Teng Z, Xu M. The effect of planned active play on the fundamental movement skills of preschool children. Hum Mov Sci 2024; 96:103241. [PMID: 38861782 DOI: 10.1016/j.humov.2024.103241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2024] [Revised: 05/21/2024] [Accepted: 06/01/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND At present, Chinese children aged 3-6 years old are facing challenges such as insufficient physical activity, declining physical health, and obesity, and China has yet to issue curriculum standards or physical activity guidelines for this age group. At the same time, the present kindergarten physical activity curriculum is insufficient. To address this issue, this study focused on designing and executing a planned active play intervention program for the kindergarten setting to analyze its efficacy in enhancing children's fundamental movement skills (FMS). This study aims to provide a reference for the theoretical and practical exploration of children's acquisition of fundamental movement skills in the Chinese context. METHODS Fifty-two preschoolers participated in this study and were either part of an intervention group (n = 30) or a control group (n = 24). Children's FMS were assessed before and after the intervention using the Test of Gross Motor Development-3 (TGMD-3) and the balance ability of the The Movement Assessment Battery for Children-2 (MABC-2). Physical activity (PA) during the planned active play intervention and the routine physical activity curriculum were assessed using the SOFIT throughout the intervention. RESULTS All the children significantly improved their locomotor skills, ball skills, and TGMD from baseline to the late assessment (p < 0.05). Children in the planned active play intervention group demonstrated greater rates of change (p < 0.001) and scored higher on ball skills and TGMD in the late assessment than those in the control group (p < 0.001). The children in the intervention group, but not those in the control group, significantly improved their balance over time (p < 0.05), and the former had greater rates of change (p < 0.001). Similarly, planned active play was found to provide children with more physical activity than the routine physical activity curriculum. CONCLUSIONS The eight-week planned active play intervention was effective in improving FMS in preschool children, with higher rates of FMS change in children who completed the intervention than children in the control group.
Collapse
Affiliation(s)
- Mengyuan Bai
- School of Physical Education & Health, Wenzhou University, Wenzhou, 325035, China
| | - Nan Lin
- Department of Sports Science, Zhejiang University, Hangzhou 310058, China.
| | - Jane Jie Yu
- Department of Sports Science, Zhejiang University, Hangzhou 310058, China
| | - Zitong Teng
- School of Physical Education & Health, Wenzhou University, Wenzhou, 325035, China
| | - Minjie Xu
- Department of Sports Science, Zhejiang University, Hangzhou 310058, China
| |
Collapse
|
3
|
Chen D, Zhao G, Fu J, Shun S, Su L, He Z, Chen R, Jiang T, Hu X, Li Y, Shen F. Effects of structured and unstructured interventions on fundamental motor skills in preschool children: a meta-analysis. Front Public Health 2024; 12:1345566. [PMID: 39005985 PMCID: PMC11242925 DOI: 10.3389/fpubh.2024.1345566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 05/17/2024] [Indexed: 07/16/2024] Open
Abstract
Background It has been suggested that higher levels of fundamental motor skills (FMS) promote the physical health of preschool-aged children. The impacts of structured and unstructured interventions on FMS in children aged 10-16 years have been widely acknowledged in previous studies. However, there is a lack of relevant studies in preschool-aged children. Objective This meta-analysis aimed to compare the effects of structured and unstructured interventions on FMS in preschool-aged children. Methods The PubMed, Web of Science, and Google Scholar databases were searched from inception to 1 November 2023 to identify experiments describing structured and unstructured interventions for FMS in preschool-aged children. The Downs and Black Checklist was used to assess the risk of bias. A random effects model was used for the meta-analysis to evaluate the pooled effects of interventions on FMS. Subgroup analyses based on the duration and characteristics of the intervention were conducted to identify sources of heterogeneity. Results A total of 23 studies with 4,068 participants were included. There were 12 studies examining structured interventions, 9 studies examining unstructured interventions, and 6 studies comparing structured vs. unstructured interventions. The risk of bias in the included studies was generally low. All interventions significantly improved FMS in preschool-aged children compared to control treatments (p < 0.05). Structured interventions had more significant effects on locomotor skills (LMSs) in preschool-aged children than unstructured interventions (Hedges' g = 0.44, p = 0.04). The effects of structured interventions were strongly influenced by the total intervention duration, such that long-term interventions were more effective (Hedge's g = 1.29, p < 0.001). Conclusion Structured interventions play a crucial role in enhancing FMS among young children, especially when considering LMSs. These interventions require consistent and repeated practice over time to reach proficiency. Systematic review registration PROSPERO, identifier number CRD42023475088, https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023475088.
Collapse
Affiliation(s)
- Delong Chen
- School of Physical Education, Nanchang University, Nanchang, China
| | - Guanggao Zhao
- School of Physical Education, Nanchang University, Nanchang, China
| | - Jinmei Fu
- Jiangxi Sports Science and Medicine Center, Nanchang, China
| | - Sunli Shun
- Jiangxi Sports Science and Medicine Center, Nanchang, China
| | - Liqiang Su
- Physical Education College, Jiangxi Normal University, Nanchang, China
| | - Zihao He
- School of Sports and Human Sciences, Beijing Sport University, Beijing, China
| | - Ruiming Chen
- School of Physical Education, Nanchang University, Nanchang, China
| | - Tianle Jiang
- School of Physical Education, Nanchang University, Nanchang, China
| | - Xuewen Hu
- School of Physical Education, Nanchang University, Nanchang, China
| | - Yunong Li
- School of Physical Education, Nanchang University, Nanchang, China
| | - Fanchao Shen
- School of Physical Education, Nanchang University, Nanchang, China
| |
Collapse
|
4
|
Wang X, Zhou B. Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis. Front Public Health 2024; 12:1414152. [PMID: 38835603 PMCID: PMC11148274 DOI: 10.3389/fpubh.2024.1414152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2024] [Accepted: 05/07/2024] [Indexed: 06/06/2024] Open
Abstract
Purpose The 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. Methods We 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. Results The 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. Conclusion This 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.
Collapse
Affiliation(s)
| | - Bo Zhou
- College of Physical Education, Hunan Normal University, Changsha, China
| |
Collapse
|
5
|
Kojić F, Arsenijević R, Grujić G, Toskić L, Šimenko J. Effects of Structured Physical Activity on Motor Fitness in Preschool Children. CHILDREN (BASEL, SWITZERLAND) 2024; 11:433. [PMID: 38671650 PMCID: PMC11049180 DOI: 10.3390/children11040433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2024] [Revised: 03/28/2024] [Accepted: 04/01/2024] [Indexed: 04/28/2024]
Abstract
The aim was to investigate the impact of a specific structured movement activities (SMA) program compared to free play activity (FRP) on the strength, speed, agility, coordination, and balance of motor fitness (MF) in 6-year-old boys and girls. A total of 53 children (24 boys, 29 girls) were randomly allocated to either the SMA group or the FRP group. Both group activities were administered three times a week over a 6-month period. MF variables were assessed before (pre-) and after (post-) using tests: the flamingo balance (FLA), the standing long jump (SLJ), plate tapping (PTT), the obstacle course backwards (OCB), and the shuttle run 4 × 5 m (SRT). At the post-test, the SMA program resulted in significant (p < 0.05) improvements in OCB, PTT, SLJ, and SRT tasks. For FRP, a noteworthy improvement was observed only in OCB (ES = 0.45, p < 0.05). An ANCOVA revealed a significant group × time interaction (F = 21.71-52.41, η2 = 0.258-0.512, p < 0.01) for OCB, PTT, and SRT, favoring SMA over FRP. The present findings suggest that SMA may be more effective than FRP when aiming to develop motor coordination, agility, and speed of movement in children.
Collapse
Affiliation(s)
- Filip Kojić
- Faculty of Education, University of Belgrade, 11000 Belgrade, Serbia; (F.K.); (G.G.)
- Preschool Teacher Training College Šabac, 15000 Šabac, Serbia
| | - Radenko Arsenijević
- Faculty of Sport and Physical Education, University of Priština in Kosovska Mitrovica, 38220 Leposavić, Serbia; (R.A.); (L.T.)
| | - Gabrijela Grujić
- Faculty of Education, University of Belgrade, 11000 Belgrade, Serbia; (F.K.); (G.G.)
- Office for Dual Education and National Qualifications for Framework, Ministry of Education, 11000 Belgrade, Serbia
| | - Lazar Toskić
- Faculty of Sport and Physical Education, University of Priština in Kosovska Mitrovica, 38220 Leposavić, Serbia; (R.A.); (L.T.)
- Faculty of Sport, University “Union–Nikola Tesla”, 11000 Belgrade, Serbia
| | - Jožef Šimenko
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia
| |
Collapse
|
6
|
Roscoe CMP, Taylor N, Weir N, Flynn RJ, Pringle A. Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years. CHILDREN (BASEL, SWITZERLAND) 2024; 11:416. [PMID: 38671633 PMCID: PMC11048878 DOI: 10.3390/children11040416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Revised: 03/11/2024] [Accepted: 03/28/2024] [Indexed: 04/28/2024]
Abstract
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.
Collapse
Affiliation(s)
| | | | | | | | - Andy Pringle
- Clinical Exercise Rehabilitation Research Centre, School of Sport and Exercise Science, University of Derby, Derby DE22 1GB, UK; (C.M.P.R.); (N.T.); (N.W.); (R.J.F.)
| |
Collapse
|
7
|
Santayana de Souza M, Nobre GC, Valentini NC. Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 67:102406. [PMID: 37665867 DOI: 10.1016/j.psychsport.2023.102406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 02/21/2023] [Accepted: 02/22/2023] [Indexed: 09/06/2023]
Abstract
Contextual opportunities facilitate skill acquisition, and the interaction between individual and contextual factors is fundamental to enhancing health and social parameters in children with DCD. This study examined (1) the influence of Mastery Motivational Climate (MMC) and Exercise Play Climate (EPC) interventions on motor performance, physical activity, self-perceptions, BMI, engagement in the lessons, playtime, and screen time of children without and with DCD, (2) the relationship between motor performance, self-perceptions, BMI, engagement in the physical education lessons, playtime, and screen factors in the children's physical activity levels in the lessons (PA) pre-and post-test. Children (N = 255, 98 children with Developmental Coordination Disorder - DCD; 157 children without DCD) were randomly assigned to MMC and EPC. Physical Activity levels in the lessons, motor performance, self-perceptions of physical competence, body mass indexes, appropriate motor engagement with success in the lessons, and active play and screen time were assessed. Regarding intervention impact, from pre-to post-tests, the results showed increases (1) PA in children with DCD in the EPC group and without DCD in the MMC group; (2) locomotor and ball skills for children with DCD in both climates; (3) locomotor and ball skills for children without DCD in the MMC group; (4) self-perceptions of competence for children with DCD in the MMC group; and (5) engagement with success for all children in both climates. A slight decrease in BMI for children with DCD in both climates was found. Regarding the associations, at post-test, engagement with success explained (1) PA levels for children with DCD in the MMC group and children without DCD in the EPC group; (2) active playtime explained PA for children with DCD in the EPC group; (3) ball skills explained PA for children without DCD in the MMC group. The intervention promoted overall increases in motor performance and children's engagement in the lesson. The intervention strengthened the role of ball skills performance, engagement with success, and active play; however, these relationships were different across groups.
Collapse
Affiliation(s)
- Mariele Santayana de Souza
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
| | | | - Nadia Cristina Valentini
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
| |
Collapse
|
8
|
Jia S, Guo C, Li S, Zhou X, Wang X, Wang Q. The effect of physical exercise on disordered social communication in individuals with autism Spectrum disorder: a systematic review and meta-analysis of randomized controlled trials. Front Pediatr 2023; 11:1193648. [PMID: 37456563 PMCID: PMC10347521 DOI: 10.3389/fped.2023.1193648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Accepted: 06/16/2023] [Indexed: 07/18/2023] Open
Abstract
Objective The aim of this systematic review and meta-analysis was to systematically investigate the intervention effect of physical exercise on disordered social communication in patients with autism spectrum disorders. Methods This systematic review and meta-analysis used the PubMed, Web of Science, the Cochrane Library, and Embase electronic databases to conduct a systematic search of literature describing randomized controlled trials (RCTs) on the effect of physical exercise on disordered social communication in autistic patients from the first year of inclusion to 21 January 2023. Results A total of 14 RCTs including 460 autistic patients were analyzed. A meta-analysis showed that physical exercise had a positive effect on social communication disorder (SMD = 0.45, 95% CI: 0.15, 0.74, p < 0.05) in autistic patients. Subgroup analysis showed that exercise programs with multiple components (SMD = 0.73, 95% CI: 0.39, 1.06, P < 0.001), a moderate duration (SMD = 0.73, 95% CI: 0.38, 1.08, P < 0.001), a moderate-high frequency (SMD = 0.84, 95% CI: 0.53, 1.14, P < 0.001), and a long duration (SMD = 0.77, 95% CI: 0.36, 1.18, P < 0.001) led to significant improvement. Conclusion Physical exercise can improve disordered social communication in patients with autism spectrum disorders. Specifically, early intervention, multi-component exercise, a moderate period, moderate and high frequency, long duration, and multi-participant programs were most effective. Systematic Review Registration https://www.crd.york.ac.uk/prospero/ RecordID= CRD42023422482.
Collapse
Affiliation(s)
- Shuqi Jia
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Chengcheng Guo
- School of Public Administration, Hohai University, Nanjing, China
| | - Shufan Li
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Xiaojing Zhou
- School of Physical Education and Health, Shanghai Lixin University of Accounting and Finance, Shanghai, China
| | - Xing Wang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Qiang Wang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| |
Collapse
|
9
|
O’Brien W, Khodaverdi Z, Bolger L, Murphy O, Philpott C, Kearney PE. Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3278. [PMID: 36833974 PMCID: PMC9966577 DOI: 10.3390/ijerph20043278] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 01/29/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
Fundamental movement skills (FMS) are frequently referred to as the "building blocks" of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an "important focus" for children and adolescents, to the authors' knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.
Collapse
Affiliation(s)
- Wesley O’Brien
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Zeinab Khodaverdi
- Department of Biobehavioral Studies, Teachers College, Columbia University, New York, NY 10027, USA
| | - Lisa Bolger
- Department of Sport, Leisure and Childhood Studies, Munster Technological University (Cork Campus), T12 P928 Cork, Ireland
| | - Orla Murphy
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Conor Philpott
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Philip E. Kearney
- Sport & Human Performance Research Centre, Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland
| |
Collapse
|
10
|
Wood AP, Imai S, McMillan AG, Swift D, DuBose KD. Physical activity types and motor skills in 3-5-year old children: National Youth Fitness Survey. J Sci Med Sport 2020; 23:390-395. [DOI: 10.1016/j.jsams.2019.11.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Revised: 11/02/2019] [Accepted: 11/07/2019] [Indexed: 10/25/2022]
|
11
|
Platvoet S, Pion J, de Niet M, Lenoir M, Elferink-Gemser M, Visscher C. Teachers' perceptions of children's sport learning capacity predicts their fundamental movement skill proficiency. Hum Mov Sci 2020; 70:102598. [PMID: 32217216 DOI: 10.1016/j.humov.2020.102598] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 02/19/2020] [Accepted: 02/27/2020] [Indexed: 11/18/2022]
Abstract
The intrapersonal mechanism that drives and explains individual differences in motor development is still a relatively underexplored area of research. In this study, we set out to determine whether in teachers' perceptions, higher sport-learning capacity (SLC) is associated with the level of fundamental movement skills, and the changes therein over 24 weeks in 7-year-olds. We assessed 170 children from eight primary schools in the Netherlands twice (T1, T2) in 24 weeks, using a tool to assess their FMS in applied settings (Platvoet, Elferink-Gemser, & Visscher, 2018). The schools' eight PE teachers used a digital questionnaire to score their perceptions of children's SLC (Platvoet, Elferink-Gemser, Baker, & Visscher, 2015). Based on their SLC, each child was then placed in the low (n = 33), average (n = 107), or high SLC-group (n = 30). We used a MANOVA to examine group differences, with the four subtests as dependent variables. The results revealed that regardless of SLC-group, children improved their FMS over 24 weeks (F(4,163) = 10.22, p < .05, Wilks Lamba = 0.800). An interaction effect was found for FMS assessment and SLC-group (F(8,326) = 2.23, p < 0,05, Wilks Lamba = 0.899). The children in the average and high groups improved more on the moving sideways subtest than those in the low group (p < .05). The MANOVA showed a main effect for SLC-group (F(4,163) = 4.69, p < .05, Wilks Lamba = 0.804). The average and high groups outperformed the low group on the measurements for walking backwards and moving sideways (p < .05). The high group also outperformed the low group on jumping sideways at both measurements, while the average group only achieved this at T1. The high group scored better on jumping sideways than the average group at T1 (p < .05). No differences in proficiency were found between the three groups on the hand-eye coordination assessment (p > .05). In sum, we found an association between children's SLC and level of FMS and changes therein; this was especially pronounced in children with a lower SLC, who had a lower proficiency and improved less on the subtest moving sideways.
Collapse
Affiliation(s)
| | - Johan Pion
- HAN university of applied sciences, Nijmegen / Ghent University, Ghent, Belgium
| | - Mark de Niet
- HAN university of applied sciences, Nijmegen, the Netherlands
| | | | - Marije Elferink-Gemser
- University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Chris Visscher
- University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| |
Collapse
|
12
|
Lisowski P, Kantanista A, Bronikowski M. Are There Any Differences between First Grade Boys and Girls in Physical Fitness, Physical Activity, BMI, and Sedentary Behavior? Results of HCSC Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17031109. [PMID: 32050548 PMCID: PMC7038200 DOI: 10.3390/ijerph17031109] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Revised: 02/04/2020] [Accepted: 02/07/2020] [Indexed: 01/01/2023]
Abstract
The transition from kindergarten to school is associated with a variety of negative changes. After entry to elementary school physical activity level decreases. Moreover, physical fitness level of children over the past decades have rapidly declined. Children are spending an increasing amount of time in the environments that require constant sitting. We evaluated the differences between boys and girls in physical fitness, frequency of undertaking of different forms of physical activity, prevalence of underweight and overweight, and time spent on sedentary behavior. A total of 212 first grade pupils (mean age 6.95 ± 0.43) from two standard urban schools in Poznań participated in the study. Compared to girls, boys obtained better results in 20-meter run (4.9 s and 5.0 s, p < 0.01), sit-ups (16.8 and 15.3, p < 0.05), six-minute run (829.7 m and 766.4 m, p < 0.001), and standing broad jump (106.8 cm and 99.7 cm, p < 0.01). In the sit-and-reach test girls achieved higher results than boys (17.0 cm and 14.4 cm, p < 0.001). There were no gender differences in prevalence of underweight and overweight. In conclusions, difference between genders should be taken into consideration during designing physical activity programs in the aspects of intensity and forms of physical activities.
Collapse
Affiliation(s)
- Paweł Lisowski
- Department of School Practice, Faculty of Sport Science, 61-871 Poznań, Poland
- Correspondence:
| | - Adam Kantanista
- Department of Physical Education and Lifelong Sports, Poznań University of Physical Education, 61-871 Poznań, Poland;
| | - Michał Bronikowski
- Department of Didactics of Physical Activity, Poznań University of Physical Education, 61-871 Poznań, Poland;
| |
Collapse
|