The Effects of 10-week Integrated Neuromuscular Training on Fundamental Movement Skills and Physical Self-efficacy in 6-7-Year-Old Children

Effectiveness of school-based interventions on fundamental movement skills in children: a systematic review and meta-analysis

BACKGROUND

Fundamental movement skills (FMS) are essential prerequisites for children's active participation in physical activities (PA), which plays a crucial role in promoting both physical and mental health, ultimately contributing to their overall well-being. Children spend a significant portion of their time in school, making it a critical setting for the development of their FMS. However, systematic reviews and meta-analyses of the effects of school-based interventions on FMS have not been summarized. Therefore, the aim of this study was to analyze the effectiveness of school-based interventions on FMS in children.

METHODS

This study employed a systematic review and meta-analysis of studies published between 2014 and 2024. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. A total of 15,930 publications were searched in the Web of Science (WOS), PubMed, and EBSCOhost databases. Two rounds of literature screening were conducted, including duplicate removal and title and abstract screening. Data analysis was conducted using Review Manager version 5.4, with meta-analysis performed using a random effects model. Publication bias was assessed using Stata version 18. The quality of the included studies was evaluated using the Physiotherapy Evidence Database (PEDro) scale.

RESULTS

A total of thirty-three studies from 14 countries were included in the analysis. Among them, thirty (90.91%) studies demonstrated that their interventions were effective. Thirty-one (93.94%) studies were implemented within classroom settings. Twenty-one (63.64%) studies had an intervention duration of less than 60 min. Twelve (36.36%) studies were conducted twice a week. Sixteen (48.48%) studies lasted less than 10 weeks. Meta-analysis of nine interventions indicated significant effects on overall FMS proficiency (SMD = 0.69, 95% CI = 0.21-1.16, I2 = 94%). Meta-analysis indicated that interventions with a duration of 60 min or more, a frequency of 3 times or more a week, and a period of 10 to 20 weeks were efficacious at enhancing FMS in children.

CONCLUSIONS

School-based interventions are effective in promoting children's FMS. Long-duration, high-frequency, medium- and long-period interventions may be optimal for enhancing FMS.

REGISTRATION

42,024,509,106.

Improving Motor Competence of Children: The "Super Quinas" Intervention Program in Portuguese Primary Schools

OBJECTIVES

The objective of this study was to describe the effects of an extra hour of a structured motor program on the motor competence (MC) of children 6-10 years old..

DESIGN

The need for movement interventions to enhance MC among school-aged children has gained vital importance in the last years, given the negative secular trends reported. Hence, the Portuguese Football Federation organized an intervention program on MC to be implemented on the extracurricular time of the Portuguese primary schools: the Super Quinas program.

METHODS

Thirty-nine schools from all of Portugal were assigned to intervention and control condition, with a total of 1034 children (6-10 y old) completing all the program (77.7%). The Super Quinas intervention comprised of 1 hour of activity per week, led by a physical educator teacher during extracurricular activities for 12 wees. MC was assessed using the Motor Competence Assessment (MCA) before and at the end of the program (January and April 2023). Normative results of the MCA were used to compare changes between pre and posttest according to experimental or control condition.

RESULTS

Results showed a general improvement (P ≤ .001) for all subscales (Locomotor, Manipulative, Stability) and total MCA. More importantly, the experimental group showed significant and positive differences, when compared with the control group, in the Stability (P = .007), Manipulative (P = .015), and total MCA results (P = .018) after controlling for gender, age, and baseline effect.

CONCLUSIONS

The Super Quinas intervention program proved that adding 1 hour of structured movement program to the regular primary school schedule can lead to greater development of MC in school-age children.

Child Soccer Players' Perceptions of Strength and Conditioning Training: A Multimethod Approach Using Write, Draw, Show and Tell

PURPOSE

The use of strength and conditioning training in childhood is a hot topic surrounded by myths and misconceptions. Despite scientific evidence supporting the safety and benefits of this training for children, the lack of representation of their voices poses a challenge in designing training programs that meet their specific needs and requirements.

METHODS

Children's views, experiences, and perceptions of strength and conditioning training were explored by Write, Draw, Show and Tell techniques. Sixteen grassroots soccer players aged 11-12 years took part in one of 3 focus groups exploring the topic. Data were analyzed following an inductive approach enabling themes to be explored and later deductive analyses using the Youth Physical Activity Promotion model to create pen profile diagrams.

RESULTS

Strength and conditioning were frequently associated with muscle growth, coordination, endurance, and rest. Enabling factors included autonomy, resilience, physical development, and training opportunities. Reinforcing factors included social support, social interference, coaches' communication, role models, and the ways of implementation.

CONCLUSIONS

Participants favor integrating strength and conditioning into their soccer training rather than conducting it as a separate session, which is reflected in their enjoyment. Nonetheless, children remain apprehensive about the potential effects of this type of training on their growth.

An Integrated Neuromuscular Training Intervention Applied in Primary School Induces Epigenetic Modifications in Disease-Related Genes: A Genome-Wide DNA Methylation Study

Physical exercise has been shown to induce epigenetic modifications with various health implications, directly affect DNA methylation (DNAm), as well as reverse the epigenetic age. Hence, we aimed to identify differential methylation changes and assess the epigenetic age in the saliva of 7-9-year-old school children following a 3-month integrated neuromuscular training (INT), as well as to explore if any of the methylation changes are in core genes. Core genes are defined as genes of high relevance and essential importance within the human genome. Forty children (17 boys and 23 girls) were recruited from schools in Girona, Spain, and allocated into control (N = 20) or INT (N = 20) group. The INT group performed a 3-month INT as a warm-up during the physical education (PE) classes, encompassing strength, coordination, dynamic stabilization, plyometrics, speed, and agility exercises, whereas the control group performed traditional warm-up activities, encompassing aerobic exercises that will prepare the cardiovascular system and increase the joint mobility for the upcoming effort during the class. Genome-wide DNAm analysis was performed with the Illumina 900 K microarray. Core genes were recognized based on the accomplishment of a rigorous and widely accepted 3-point criteria: participation in the enriched pathways, high connectivity (≥ 10), and target genes of key transcription factors. There were 1200 differentially methylated positions (DMPs) in the control group and 414 DMPs in the INT group (FDR < 0.05, p < 0.05, Aβ < |0.1|), suggesting a non-significant trend of epigenetic age acceleration in the control group (1.18 months, p > 0.05) and a non-significant 1-month decrease of the epigenetic age in the INT group (p > 0.05). The genes with DMPs in the control group showed low similarity between enriched pathways and low interconnectivity, encompassing distinct pathways, mostly development and growth-related. Additionally, no core genes were identified in the control group. Interestingly, the genes with DMPs in the INT group showed high similarity between enriched pathways and high interconnectivity, encompassing related pathways involving signaling mechanisms, as well as hormone and protein metabolism pathways. Moreover, 17 DMPs in the children from the INT group were in core genes. The main findings of the present study are suggesting an integrated response to the training stimulus in 7-9-year-old school children that performed a 3-month INT, including epigenetic modifications in 17 genes considered as core genes. Trial Registration: The study protocol was registered in the ISRCTN registry (ISRCTN16744821).

Associations Between Fundamental Movement Skills, Muscular Fitness, Self-Perception and Physical Activity in Primary School Students

Background/Objectives: Positive self-perception, physical activity and fundamental movement skill (FMS) proficiency are important aspects of a child's healthy development. The objective of this research was twofold: first, to explore associations between FMS, muscular fitness, self-perception and physical activity in school children; and second, to identify key predictors of FMS proficiency, athletic self-perception, physical activity levels in these participants and the differences between biological sexes. Methods: Primary school-aged children (n = 104; 53.85% female) from 8 to 10 years old (M = 9.04, SD = 0.69) engaged in two days of testing. All students were measured on FMS, standing long jump (SLJ), countermovement jump (CMJ), seated medicine ball chest throw and self-perception, followed by correlation and stepwise multiple linear regression analyses. Results: The findings revealed significant positive correlations between FMS proficiency, lower body muscular fitness (CMJ, SLJ), and athletic self-perception for the entire cohort, with varying results between male and female subgroups. Additionally, athletic self-perception showed strong relationships with other self-perception domains. Notably, forward stepwise regression analysis identified FMS proficiency as a significant predictor of physical activity levels, explaining 12.8% of the variance. SLJ, scholastic perception, and physical activity explained 45.5% of FMS variance for females. In males, FMS proficiency significantly predicted physical activity, accounting for 13.3% of the variance. SLJ and athletic competence self-perception explained 42.1% of FMS variance in males. Conclusions: The study indicates that FMS, self-perception, muscular fitness, and physical activity levels may mutually enhance each other, and that there is a need for biological sex-specific strategies to be considered in physical education programs.

Effect of the PROFIT-BR exercise program on physical fitness of children: a protocol study

BACKGROUND

Considering that school environments are important and have the potential to promote an active lifestyle with direct impacts on physical, motor, cognitive, affective, and psychological aspects, the objective of this study was to evaluate the effect of a physical exercise program in the school context.

METHODS

A parallel, two-arm experimental research project carried out over 19 weeks, with two non-consecutive weekly classes of 60 min, with the inclusion of PROFIT-BR in the initial 15 min of the class followed by 40 min based on specific physical education skills on indicators of physical fitness in children. Estimates of excess weight and visceral fat will be measured and assessed by body mass index and waist-to-height ratio, respectively, and cardiorespiratory fitness by performance in the six-minute run/walk test. Flexibility will be assessed by the sit and reach test; and muscle strength measured by the number of sit-ups in one minute. The 2 kg medicine ball throw and the horizontal jump will be used to measure upper and lower limb power, respectively, the square test used as a measure of agility, and the 20-meter run test used to measure speed. To analyze the differences between baseline and post-intervention values, repeated measures ANOVA adjusted for somatic maturation will be used. The magnitude of the effect size will be estimated by "partial eta squared". Statistical analyses will be carried out using SPSS version 24.0 software and a 5% probability of error in the analyses will be accepted.

DISCUSSION

The main theoretical assumption of the proposal is the cause-and-effect relationship between the regular practice of physical exercise in childhood and adolescence and several parameters of health and motor performance. The elaborated program has a lot of applicability because it was wondering from the perspective of the school, in terms of materials, space, and objectives of physical education.

Increased Salivary BDNF and Improved Fundamental Motor Skills in Children Following a 3-Month Integrated Neuromuscular Training in Primary School

Brain-derived neurotrophic factor (BDNF) is a protein involved in synaptic transmission and neuronal plasticity, which underlie the processes of learning and memory formation. Acute exercise and exercise training increase BDNF concentration. We aimed to evaluate the effects of a 3-month integrated neuromuscular training (INT) on salivary BDNF concentration and the mastery of fundamental motor skills in school-aged children. An additional goal was to explore the associations between potential changes in BDNF and fundamental motor skills. Sixty-seven primary school-aged children were randomly allocated to control (N = 32; 7.52 ± 0.31 y) or INT groups (N = 35; 7.56 ± 0.29 y). A 3-month INT was applied during the warm-up of physical education (PE) classes, twice weekly. Salivary BDNF was measured using a sandwich-enzyme-linked immunosorbent assay and the mastery of fundamental motor skills was assessed using the CAMSA test, at baseline and after 3 months. The children in the INT group, as compared to the children in the control group, exhibited higher salivary BDNF (F = 8.865; p = 0.004), higher scores for sidestep (F = 13.240, p = 0.001), 1-foot hop (F = 11.684, p = 0.001), kick (F = 4.010, p = 0.050), the sum of locomotor skills (F = 18.799, p < 0.0001), and the sum of control and manipulative skills (F = 8.151, p = 0.006), as well as the total sum of fundamental motor skills (F = 11.266, p = 0.001) after the 3 months. Interestingly, the increase in salivary BDNF concentration after the 3-month INT was associated with an improvement in locomotor skills (beta = 0.385; p = 0.039; adjusted R2 = 0.088) and the total improvement in fundamental motor skills (beta = 0.428; p = 0.020; adjusted R2 = 0.124). A school-based 3-month INT increased salivary BDNF and improved the mastery of fundamental motor skills in children, highlighting the positive impact of this intervention for a pediatric population.

Lifestyle as a Modulator of the Effects on Fitness of an Integrated Neuromuscular Training in Primary Education

The objective was to evaluate changes in fitness after an integrated neuromuscular training (INT) intervention in primary school children and to evaluate how lifestyle behaviors and parental education modulate these changes. One hundred and seventy children (7.45 ± 0.34 years; 52% girls) were included. Cardiorespiratory fitness (half-mile run test), a 10 × 5 m shuttle run test, standing broad jump (SBJ), handgrip dynamometer, body mass index (BMI) and fat mass percentage (FM%) were assessed before and after the 3-month intervention (20 min of INT in the physical education class, twice per week). The Mediterranean diet (MD), sleep time and parental education level (PEL) were evaluated by questionnaires, and adherence to physical activity (PA) recommendations was measured with a triaxial accelerometer before the intervention. After the intervention, there were improvements in the 10 × 5 test and the SBJ. Only girls had improvements in the handgrip test, BMI SDS and FM%. After correcting for confounding variables, only BMI was significantly improved whereas strength improved in the participants non-compliant with the PA recommendations or pertaining to families of high PEL. The INT produced improvements in fitness in a brief period and in different subgroups of pupils (inactive and with diverse sociocultural environments).

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students

BACKGROUND

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools.

METHODS

The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews.

RESULTS

Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges.

CONCLUSIONS

This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

Program Evaluation and Preliminary Efficacy of Fitness and Skill-Based High-Intensity Interval Training in Physical Education

Previous school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students' PE experiences, including enjoyment. Purpose: To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method: For this pretest-posttest randomized controlled 6-week pilot study, 4-5th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16-19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results: Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp2 = 0.26), as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp2 = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp2 = 0.27, respectively). Conclusions: Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.

A 6-Week Badminton-Based Movement Intervention Enhances Fundamental Movement Skills and Physical Fitness in Saudi Boys and Girls

This study examined the short (pre-post) and longer-term (post to 10 weeks post) effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) and physical fitness in Saudi boys and girls. Seventy-six children aged 9-11 years (44 boys, 32 girls; mean ± SD = 10.2 ± 0.9 years) undertook twice weekly Shuttle Time sessions for 6 weeks. Pre, post, and 10 weeks post, FMS was measured using the test of gross motor development 3 and physical fitness was measured via 10 m sprint speed, standing long jump, seated medicine ball throw, and a 6 min walk test (6MWT). There were significant improvements in FMS from pre to post (p = 0.0001) and post to 10-weeks post (p = 0.0001) for both boys and girls. Girls demonstrated a significantly greater magnitude of change in FMS. For 10 m sprint time, seated medicine ball throw, standing long jump, and 6MWT performance, both boys and girls significantly improved from pre-10 weeks post (all p = 0.001). The magnitude of change was greater pre to 10-weeks post for girls for the seated medicine ball throw, but was greater for boys for the standing long jump and 6MWT. In terms of practical applications, the BWF Shuttle Time program is feasible for administration in the Saudi context and is beneficial in developing FMS and fitness for Saudi children aged 8-12 years.

Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7-8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children's performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.

Plyometric-Jump Training Effects on Physical Fitness and Sport-Specific Performance According to Maturity: A Systematic Review with Meta-analysis

BACKGROUND

Among youth, plyometric-jump training (PJT) may provide a safe, accessible, and time-efficient training method. Less is known on PJT effectiveness according to the maturity status.

OBJECTIVE

This systematic review with meta-analysis set out to analyse the body of peer-reviewed articles assessing the effects of PJT on measures of physical fitness [i.e., maximal dynamic strength; change of direction (COD) speed; linear sprint speed; horizontal and vertical jump performance; reactive strength index] and sport-specific performance (i.e., soccer ball kicking and dribbling velocity) according to the participants' maturity status.

METHODS

Systematic searches were conducted in three electronic databases using the following inclusion criteria: (i) Population: healthy participants aged < 18 years; (ii) Intervention: PJT program including unilateral and/or bilateral jumps; (iii) Comparator: groups of different maturity status with control groups; (iv) Outcomes: at least one measure of physical fitness and/or sport-specific performance before and after PJT; (v) experimental design with an active or passive control group, and two or more maturity groups exposed to the same PJT. The DerSimonian and Laird random-effects models were used to compute the meta-analysis. The methodological quality of the studies was assessed using the PEDro checklist. GRADE was applied to assess certainty of evidence.

RESULTS

From 11,028 initially identified studies across three electronic databases, 11 studies were finally eligible to be meta-analysed (n total = 744; seven studies recruited males; four studies recruited females). Three studies were rated as high quality (6 points), and eight studies were of moderate quality (5 points). Seven studies reported the maturity status using age at peak height velocity (PHV; pre-PHV values up to - 2.3; post-PHV up to 2.5). Another four studies used Tanner staging (from Tanner I to V). The training programmes ranged from 4 to 36 weeks, using 1-3 weekly training sessions. When compared to controls, pre-PHV and post-PHV participants obtained small-to-moderate improvements (ES = 0.35 - 0.80, all p < 0.05) in most outcomes (i.e., sport-specific performance; maximal dynamic strength; linear sprint; horizontal jump; reactive strength index) after PJT. The contrast of pre-PHV with post-PHV youth revealed that PJT was similarly effective in both maturity groups, in most outcome measures except for COD speed (in favour of pre-PHV). PJT induces similar physical fitness and sport-specific performance benefits in males and females, with a minimal exercise dosage of 4 weeks (8 intervention sessions), and 92 weekly jumps. Results of this meta-analysis are based on low study heterogeneity, and low to very low certainty of evidence (GRADE analysis) for all outcomes.

CONCLUSION

Compared to control participants, PJT resulted in improved maximal dynamic strength, linear sprint speed, horizontal jump performance, reactive strength index, and sport-specific performance (i.e., soccer ball kicking and dribbling velocity). These effects seem to occur independently of the maturity status, as both pre-PHV and post-PHV participants achieved similar improvements after PJT interventions for most outcomes. However, several methodological issues (e.g., low sample sizes and the pooling of maturity categories) preclude the attainment of more robust recommendations at the current time. To address this issue, consistency in maturity status reporting strategies must be improved in future studies with the general youth population and youth athletes.

Improving gross motor skills of children through traditional games skills practiced along the contextual interference continuum

Gross motor skills (GMS) are the foundation for humans reaching an optimum level of motor competence necessary to undergo normal development, maintain health, and achieve athletic excellence. Yet, there is evidence that GMS levels of children are on a decline globally. Therefore, the main purpose of this study was to investigate the effectiveness of traditional cultural games (TCG) skills, practiced according to different amounts of contextual interference (CI), on the acquisition and retention of GMS. A total of 103 Pakistani primary school children aged between 7 and 10 years were recruited for this study. Participants were randomly assigned to four practice groups with different amounts of CI: Block (B) (low interference), gradually increasing (GI) (moderate interference), random (R) (high interference), and game-based (high interference). The Test of Gross Motor Development (TGMD-2) was used to assess four tasks [overhead throw (OT), underhand throw (UT), catch (C), and throwing to a target]. The test was administered on four occasions: during pre-test, post-test, retention, and transfer. The results showed that the R group outperformed all the other groups in the post-test and the retention test. Meanwhile, in the transfer test, both R and Game-Based groups performed better than the B and GI groups. There were no differences between the R and Game-Based groups during transfer. Practicing TCG skills according to a random order was better for the acquisition and learning of GMS. The CI effect was evident, whereby high interference practice schedules were superior to low and moderate interference practice schedules.

"Sharpening Your Mind, Strengthening Your Body" Parental Perceptions on the Use of Strength and Conditioning in Children and Youth

Although strength and conditioning is beneficial and safe for children to engage in there remain myths and misconceptions form parents regarding its use which prevent its widespread take up. This study explored parents' attitudes and beliefs about strength and conditioning in their children. Thirty-one parents (21 dads, 10 mums) took part in one of four focus groups exploring the topic. Thematic analysis was used resulting in themes and sub themes centred on: Beliefs; Determinants; Coach Education; Coach Communication; and Relationship to the Game. There were also smaller aspects of the focus groups which touched upon autonomy as a concept related to implementation of strength and conditioning specifically. Overall, parents of children who play grassroots sport hold generally positive perceptions on use of strength and conditioning with their children, considering it beneficial for both physical and mental development. Key factors relating to successful implementation of strength and conditioning for children focus on having a qualified coach in that particular area (rather than a generic sports coach), effective communication between coach and parents, and coach and children in terms of the benefits of engaging with strength and conditioning.

A randomised controlled trial of 1- versus 2-day per week formats of Nordic hamstring training on explosive athletic tasks in prepubertal soccer players

This randomised controlled trial examined the effect of volume-equated programmes of Nordic hamstring exercise (NHE) training, executed at frequencies of 1- or 2-days per week, on explosive athletic tasks (30 m sprint, 15 m manoeuvrability and standing long jump [SLJ]) in male youth soccer players (mean age: 10.3 ± 0.5 years). Players were divided into an experimental group (n = 31) which was further subdivided into 1-day (n = 16) and 2-days (n = 15) per week training conditions, and a control group (n = 14). There were significant group-by-time interactions for 30-m sprint (p < 0.001, d = 0.6), SLJ (p = 0.001, d = 1.27) and 15 m manoeuvrability (p < 0.001, d = 0.61). The experimental group demonstrated small to moderate effect sizes in 30-m sprint (d = 0.42, p = 0.077), SLJ (d = 0.97, p < 0.001) and 15 m manoeuvrability (d = 0.61, p < 0.001). The control group showed small significant performance decrements or no change in these variables. There were no significant differences between the 1-day and 2-day training groups. In two of the three tests (30 m sprint, SLJ) the 2-day group demonstrated larger effect sizes. The NHE enhances explosive athletic task performance in prepubertal youth soccer players and there may be only small advantages to spreading training over two days instead of one.

Effects of school-based neuromuscular training on fundamental movement skills and physical fitness in children: a systematic review

Objectives

The primary purpose of this review was to clarify the effects of school-based integrated neuromuscular training (INT) on fundamental movement skills and physical fitness in children. The secondary purpose was to examine whether school-based INT intervention is superior to physical education (PE) intervention in enhancing motor skills and fitness.

Methods

A systematic literature search was performed in four electronic databases: PubMed, Web of Science, MEDLINE (EBSCOhost), and Cochrane Central Register of Controlled Trials. The last search was performed on December 21, 2021, and was limited to the English language, human species, and peer reviewed journals. Randomized controlled trials and cluster randomized controlled trials that examine the effects of school-based INT on motor skills and/or fitness in healthy children who were aged up to 14 years old were included. Moreover, studies included in this study should compare school-based INT-induced adaptions with those generated by PE interventions. Studies that involve athletic children and additional exercise training were excluded. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the study.

Results

Of 1,026 studies identified, seven original trials that meet the inclusion criteria were included in this review. Based on the PEDro scale, the PEDro score of seven studies was between six and eight points with a mean score of 5.29. Among the seven studies included in this study, four studies assessed physical fitness including muscular fitness (n = 4), speed (n = 3), endurance (n = 2), and flexibility (n = 2). Three studies examined the effects of INT on postural control and three studies explored its effects on motor skills. Concerning movement competence, significant and greater improvements in postural control and fundamental motor skills were observed following school-based INT interventions compared to PE intervention in two and three studies, respectively. Regarding physical fitness, neuromuscular training significantly increased muscular fitness, speed, endurance, flexibility in three, two, one, and one studies, respectively. However, only greater improvements in muscle fitness were observed in school-based INT group compared to PE group. The main limitations of this review were the lack of descriptions of training intensity and volume and the low methodological quality of the included studies.

Conclusion

This review provides evidence that school-based neuromuscular training programs are superior to PE lessons in improving postural control, fundamental motor skills and muscular strength. Therefore, INT could be incorporated into traditional physical education classes in school. Trial registration number: CRD42022297349.

Effects of Integrative Neuromuscular Training on Motor Performance in Prepubertal Soccer Players

ABSTRACT

Menezes, GB, Alexandre, DR, Pinto, JC, Assis, TV, Faigenbaum, AD, and Mortatti, AL. Effects of integrative neuromuscular training on motor performance in prepubertal soccer players. J Strength Cond Res 36(6): 1667-1674, 2022-The present study examined the effects of integrative neuromuscular training (INT) on motor performance in prepubertal soccer players. Subjects were randomly assigned to the experimental group (INT; n = 20, age: 8.2 ± 1.2 years; body mass: 28.4 ± 6.4 kg; height: 1.3 ± 0.1 m) or the control group (CON; n = 18, age: 8.5 ± 1.3 years; body mass: 32.8 ± 8.9 kg; height: 1.3 ± 0.1 m). Integrative neuromuscular training program was performed twice per week during the 12-week training intervention. Balance, flexibility, countermovement vertical jump height (CVJH), sprint speed, and change of direction speed (CODS) were assessed in both groups at baseline, sixth week and 12th week. A mixed model repeated measures analysis of variance was used to examine the group changes in performance for each variable. There was a time effect for balance in the INT from pre to 12th weeks (p < 0.001, g = 0.72), and from 6th to 12th weeks (p = 0.005, g = 0.34). An interaction effect for balance was also observed between INT and CON after the 12th week. A time effect in flexibility was observed in INT from baseline to 6th and 12th weeks (p = 0.02; g = 0.45 and p < 0.001; g = 0.71) and from 6 to 12th weeks (p = 0.003; g = 0.24). There was a time effect in CVJH, from baseline to 12th week and from 6th to 12th weeks (p < 0.05; g = 0.34 and g = 0.53, respectively). There was no significant between-group speed performance change. A time effect was found in CODS in INT, but only from baseline to 12th week (p = 0.02; g = 0.31). There were significant improvements in the percent change (Δ%) from baseline to 12 weeks (p < 0.05) for balance, flexibility, and CVJH in INT. These findings indicate that the addition of an INT program to soccer practice can improve selected motor performance skills in prepubertal soccer players.

Integrative Neuromuscular Training in Adolescents and Children Treated for Cancer (INTERACT): Study Protocol for a Multicenter, Two-Arm Parallel-Group Randomized Controlled Superiority Trial

Background

Improved survival rates for children and adolescents diagnosed with cancer call for novel strategies for reducing short- and long-term treatment-related side effects. These include the physical and metabolic sequelae that are exacerbated by sedentary behavior and treatment-induced toxicities. We aim to investigate the effect of an integrative neuromuscular training intervention during the first 6 months of anti-cancer treatment primarily on muscle strength, and secondarily on exercise capacity, physical function, markers of metabolic syndrome, dysmetabolism, and health-related quality of life during and after ended treatment.

Methods

One hundred and twenty-seven children and adolescents, newly diagnosed with malignant and benign neoplasia, aged 6-17 years, and treated with chemotherapy or radiation will be randomized to either the intervention or the control arm of the study. The intervention group will, in addition to usual care, be offered a combination of 6 months of supervised physical exercise (integrative neuromuscular training) and home-based exercise. The active control group will, in addition to usual care, receive information along an unsupervised written home-based training program. All participants, including parents, will receive information about the importance of physical exercise during the course of cancer treatment, at the start of treatment, and in 5 monthly sessions. The primary outcome is measured in terms of isometric quadriceps muscle strength. Secondary outcomes include muscle strength and endurance, markers of metabolic syndrome and dysmetabolism, exercise capacity, physical function and activity, days of hospitalization, and health-related quality of life. Assessment will be conducted at treatment initiation (baseline), at 3 and 6 months after inclusion, and 1 month and 1 year after ended treatment. The primary endpoint for lower-body muscle strength is at 6 months after treatment initiation. The effects of the intervention will be evaluated through a constrained linear mixed model.

Discussion

This national randomized controlled study has the potential to provide new knowledge concerning the short- and long-term effects of a novel, inclusive approach for youth exercise programming (integrative neuromuscular exercise) in children and adolescents during anti-cancer treatment. Using a pragmatic, low-cost, and time-efficient training design, this intervention can be easily adapted to both hospital and home settings.

Clinical Trial Registration

ClinicalTrials.gov (NCT04706676), first released January 5, 2021.

Relationships between Athletic Motor Skill Competencies and Maturity, Sex, Physical Performance, and Psychological Constructs in Boys and Girls

The purpose of this study was to examine the relationships between athletic motor skill competencies (AMSC), maturation, sex, body mass index, physical performance, and psychological constructs (motivation to exercise, physical self-efficacy, and global self-esteem). Two-hundred and twenty-four children aged 11–13 years old were included in the study and sub-divided by sex. The athlete introductory movement screen (AIMS) and tuck jump assessment (TJA) were used to assess AMSC, while standing long jump distance assessed physical performance. Online surveys examined participants’ motivation to exercise, physical self-efficacy, and self-esteem. Trivial to moderate strength relationships were evident between AMSC and BMI (boys: r_s = −0.183; girls: r_s = −0.176), physical performance (boys: r_s = 0.425; girls: r_s = 0.397), and psychological constructs (boys: r_s = 0.130–0.336; girls r_s = 0.030–0.260), with the strength of relationships different between the sexes. Higher levels of AMSC were related to significantly higher levels of physical performance (d = 0.25), motivation to exercise (d = 0.17), and physical self-efficacy (d = 0.15–0.19) in both boys and girls. Enhancing AMSC may have mediating effects on levels of physical performance and psychological constructs in school-aged children, which may hold important implications for physical activity levels and the development of physical literacy.

It's Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence

BACKGROUND

Motor competence is an important predictor of health behaviours. However, levels of motor competence are low in children and adolescents. Many interventions have improved motor competence, yet intervention effects were highly variable. Potential causes of such variations are not fully understood. Process evaluation can assist with the understanding of why an intervention worked or not, but its application and reporting in motor competence interventions has received little attention.

OBJECTIVES

The primary aim of this review was to investigate whether process evaluations have been reported in interventions to improve motor competence and, if reported, which process evaluation measures have been used. A secondary aim was to explore the association of intervention characteristics and process evaluation findings (outcomes of process evaluation measures) with intervention outcomes, in a search for what process evaluation measures may impact on intervention functioning and outcomes.

METHODS

The process of conducting and reporting this review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered with PROSPERO (CRD42019124412). A systematic search of seven electronic databases (i.e. MEDLINE [via EBSCOhost], Cochrane Central Register of Controlled Trials [CENTRAL], CINAHL, Academic Search Complete, Education Database, SPORTDiscus and Scopus) was conducted with no date restrictions. Eligibility criteria included the following: (1) a study sample of typically developing children and adolescents aged 5-18 years, (2) an intervention aimed to improve motor competence, (3) an intervention included a control group, (4) a report of motor competence outcome at both pre- and post-intervention. Only original articles published in English in peer-reviewed journals were considered. Process evaluation measures and findings were extracted using the UK Medical Research Council's process evaluation framework in order to provide overarching descriptions on the implementation, mechanism of change and context of interventions. Univariable meta-regressions were performed to ascertain whether selected study-level covariates moderated the improvement in motor competence outcomes in interventions.

RESULTS

The search identified 60 intervention studies. Only 30 studies (50%) reported process evaluation measures. No studies reported (or employed) theoretical frameworks to guide process evaluation. Process evaluation measures relating to implementation were most commonly reported, with the most prevalent aspect being fidelity. This was followed by reporting on measures relating to mechanism of change and context of the intervention. Meta-analysis results suggested intervention duration, dose, inclusion of process evaluation aim, provision of lesson plans, sample size and sex as potential moderators.

CONCLUSIONS

Reporting of process evaluation measures may help build our understanding of the optimal characteristics of motor competence interventions. However, process evaluation is under-used and/or under-reported. This review serves as a call for more process evaluations and better reporting in motor competence interventions.

Effects of Integrative Neuromuscular Training and Detraining on Countermovement Jump Performance in Youth Volleyball Players

ABSTRACT

Nunes, ACCA, Cattuzzo, MT, Faigenbaum, AD, and Mortatti, AL. Effects of integrative neuromuscular training and detraining on countermovement jump performance in youth volleyball players. J Strength Cond Res 35(8): 2242-2247, 2021-The purpose of this study was to analyze the effect of integrative neuromuscular training (INT) on countermovement vertical jump height (CVJH) performance in youth volleyball players before and after a detraining period. Thirty-two novice volleyball players were cluster randomized into 2 groups: intervention group-INT (age: 13.1 ± 0.4 years; body mass: 55.3 ± 12.1 kg; and height: 161.1 ± 6.4 cm) and control group-CON (age: 12.8 ± 0.7 years; body mass: 51.8 ± 13.6 kg; and height: 160.1 ± 10.7 cm). The subjects were evaluated for somatic maturation (years from peak height velocity) and for CVJH performance at 4 time points during the 20-week study period: baseline, 6 weeks of INT, 12 weeks of INT, and 8 weeks after INT (detraining). The analysis used repeated-measures analysis of variance and Bonferroni post hoc test to identify possible differences in the CVJH delta in both groups. Spearman correlation was performed to verify the association between the values of the vertical jump tests and maturational levels found. The INT showed a significant improvement in the CVJH from baseline to 12 weeks and maintained training-induced gains after detraining period (p > 0.001). Significant increase in CVJH was found in the percentage of change (Δ%) from baseline to 6 weeks (p < 0.005), 12 weeks (p < 0.001), and detraining (p < 0.001) in INT compared with the CON. The results of this study indicate that INT was able to improve CVJH performance in novice youth volleyball players and these gains were sustained during the detraining period. These findings indicate that regular participation in supervised INT can enhance jumping performance in young volleyball players, and that this type of neuromuscular program may be particularly beneficial for youth with limited fundamental motor skill performance.

Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children

Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, η² = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, η² = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, η² = 0.19) and flexed arm hang (F = 28.82, p < 0.01, η² = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.

Effects of neuromuscular training on psychomotor development and active joint position sense in school children

As psychomotor development occurs in a specific social context, the environment in which a child is reared is important. The randomized study involved forty-five school children between 8 and 10 years. They were assigned to a control group (n = 23) and a neuromuscular training group (n = 22). A neuromuscular intervention for six weeks, on two nonconsecutive days, and in a circuit with 30-second stations was performed. The psychomotor development was evaluated through a psychomotor battery and the active joint position sense through the positional error. In the control group, the positional error decreased significantly in the shoulder (p < 0.001) and hip (p < 0.001), while the scores of motor function increased significantly which included balance (p < 0.001), spatio-temporal structuring (p = 0.022), global praxia (p = 0.002), and fine praxia (p = 0.003). In the neuromuscular training group, the positional error decreased significantly in the shoulder (p = 0.015), elbow (p = 0.015), wrist (p < 0.001), hip (p < 0.001), knee (p < 0.001), and ankle (p < 0.001), while the motor function scores increased significantly which included tonicity (p < 0.001), balance (p < 0.001), notion of the body (p < 0.001), spatio-temporal structuring (p < 0.001), global praxia (p < 0.001), and fine praxia (p < 0.001). A six-week neuromuscular training improved active joint position sense and psychomotor development in children.

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

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.

Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

Competence in fundamental movement skills is essential to enable children to be physically active. We investigated the effect of an integrated fundamental movement skill with a strength training intervention on children’s fundamental movement skills. Seventy-two (53% female) 10- to 11-year-old children from three primary schools assented to take part in this study (87% compliance). Schools were randomly allocated to a control (no intervention; n = 21), fundamental movement skill (FMS) (n = 18) or FMS and strength (FMS⁺; n = 20) group. Interventions were delivered twice weekly for four weeks, in addition to normal physical education. FMS competence was measured through the Canadian agility and movement skills assessment (CAMSA) (product-process) and through countermovement jump (CMJ) and 40-m sprint tests (product). Improvements were observed in the CAMSA in both FMS (4.6, 95% confidence intervals 2.9 to 6.4 Arbitrary Units (AUs), second-generation p-value (p_δ) = 0.03) and FMS⁺ (3.9, 2.1 to 5.3 AU, p_δ = 0.28) with no difference beyond our minimum threshold of 3 AU observed between these intervention groups (p_δ = 1). Clear improvements in CMJ were observed in FMS⁺ relative to the control (25, 18 to 32%, p_δ = 0) and FMS groups (15, 6.1 to 24%, p_δ = 0). These preliminary data suggest combined FMS and strength training warrants further investigation as a tool to develop fundamental movement skills in children.

Effects of Neuromuscular Training on Motor Competence and Physical Performance in Young Female Volleyball Players

Although neuromuscular training (NMT) emphasizes injury prevention training, there is little information about its effects on performance in young athletes. This study aimed to investigate the effects of eight-weeks NMT on motor competence and physical performance in 10- to 12-year-old female volleyball players. Sixty-six participants (mean ± SD; 11.05 ± 0.72 years) were randomized into either the NMT group (NTG; n = 32) or control group (CON; n = 34). Sprint on 10-m, modified T-test, plank, vertical jump, and medicine ball throw tests were used to assess the physical performance. The Körperkoordinationstest für Kinder (KTK) was used to assess the subjects’ motor competence. The NMT was performed twice a week during the first 30 min of each regularly scheduled 90-minute volleyball training. Participants in the CON group attended only their regular volleyball training. A significant group x time interaction was found for Motor Quotient KTK (MQKTK) (p < 0.001), KTK lateral jumps (p < 0.001), and KTK shifting platforms (p < 0.01). There was a significant interaction for modified T-test results (p < 0.001) and vertical jump (p = 0.04). No change was observed in both groups for plank performance (p > 0.05). The NMT promoted significant gains in motor competence and physical performance in youth female volleyball players.

The Effectiveness of a Primary School Based Badminton Intervention on Children's Fundamental Movement Skills

This study examined the effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) in English children. A total of 124 children; 66 in key stage 1 (ages 6–7 years) and 58 in key stage 2 (10–11 years) undertook the Shuttle Time program, once weekly for six weeks (n = 63) or acted as controls (n = 61). Pre, post and ten-weeks post, both process and product FMS were determined. Children in the intervention group, aged 6–7 years, had higher total process FMS (via test of gross motor development-2) compared to the control group at post and ten-weeks post intervention (both p = 0.0001, d = 0.6 and 0.7, respectively). There were no significant differences in process FMS scores for children aged 10–11 years. Ten-meter sprint speed decreased pre to post and was maintained at ten-weeks post for the intervention groups aged 6–7 years (p = 0.0001, d = 0.6) and 10–11 years (p = 0.001, d = 0.2) compared to control. Standing long jump distance increased pre to post (p = 0.0001, d = 0.8) and was maintained at ten-weeks post (p = 0.0001, d = 0.5) for the intervention group. Medicine ball throw performance increased pre to post (p = 0.0001, d = 0.3) for the intervention group. The BWF Shuttle Time program is beneficial in developing FMS for key stage 1 children (ages 6–7).

Sequencing Effects of Object Control and Locomotor Skill During Integrated Neuromuscular Training in 6- to 7-Year-Old Children

Duncan, MJ, Hames, T, and Eyre, ELJ. Sequencing effects of object control and locomotor skill during integrated neuromuscular training in 6- to 7-year-old children. J Strength Cond Res 33(8): 2262-2274, 2019-This study examined whether scheduling of object control (e.g., throwing, catching) and locomotor skills (e.g., running, jumping), within an integrated neuromuscular training program, result in different responses in motor competence, muscular fitness, and perceived motor competence in 6- to 7-year-old children. Seventy-seven boys and 63 girls (N = 140) from 3 primary schools were randomized into 3, 10-week interventions: Loco First (n = 50) where locomotor skills were performed first followed by object control skills, Object First (n = 48) where object control skills were performed first followed by locomotor skills, and a control group (CON) (n = 42) who undertook school physical education. Results indicated greater total motor competence in Loco First and Object First vs. CON (p = 0.001) with the increases in motor competence being greater for Object First vs. Loco First (p = 0.001). Sprint speed (10 m) was lower for object first vs. CON (p = 0.024). Standing long jump distance was greater in Loco First vs. CON (p = 0.0001) and Object First (p = 0.0001). Seated medicine ball throw distance was greater for Loco First and Object First vs. CON (both p = 0.001). Perceived motor competence was also higher for Object First vs. Loco First (p = 0.005) and CON (p = 0.001). This study suggests that scheduling object control skills before locomotor skills within school-based strength and conditioning has a greater effect on motor competence, muscular fitness, and perceived motor competence in 6- to 7-year-old children.

Acute Cardiometabolic Responses to Multi-Modal Integrative Neuromuscular Training in Children

Integrative neuromuscular training (INT) has emerged as an effective strategy for improving health- and skill-related components of physical fitness, yet few studies have explored the cardiometabolic demands of this type of training in children. The aim of this study was to examine the acute cardiometabolic responses to a multi-modal INT protocol and to compare these responses to a bout of moderate-intensity treadmill (TM) walking in children. Participants (n = 14, age 10.7 ± 1.1 years) were tested for peak oxygen uptake (VO₂) and peak heart rate (HR) on a maximal TM test and subsequently participated in two experimental conditions on nonconsecutive days: a 12-min INT protocol of six different exercises performed twice for 30 s with a 30 s rest interval between sets and exercises and a 12-min TM protocol of walking at 50% VO₂peak. Throughout the INT protocol mean VO₂ and HR increased significantly from 14.9 ± 3.6 mL∙kg^-1∙min^-1 (28.2% VO₂ peak) to 34.0 ± 6.4 mL∙kg^-1∙min^-1 (64.3% VO₂ peak) and from 121.1 ± 9.0 bpm (61.0% HR peak) to 183.5 ± 7.9 bpm (92.4% HR peak), respectively. While mean VO₂ for the entire protocol did not differ between INT and TM, mean VO₂ and HR during selected INT exercises and mean HR for the entire INT protocol were significantly higher than TM (all Ps ≤ 0.05). These findings suggest that INT can pose a moderate to vigorous cardiometabolic stimulus in children and selected INT exercises can be equal to or more metabolically challenging than TM walking.

Construct validity of the resistance training skills battery in children aged 7-10 years

The current study sought to examine the construct validity of the Resistance Training Skills Battery for Children (RTSBc), a movement screen purported to assess resistance training skill in children. Children aged 7-10 years (n = 27, 21 males, 6 females) undertook measures of resistance training skill via the RTSBc, motor competence and muscular fitness. Using a median split for RTSBc scores, children were categorised as high or low resistance training competence. Univariate ANCOVAs, controlling for maturation, were used to examine whether measures of muscular fitness and motor competence scores differed as a function of RTSBc competence. Children who were classified as high for resistance training competence had significantly better motor competence (P = .001) and significantly faster 10 m sprint speed (P = .001). However, medicine ball throw and standing long jump scores as well as peak and average isokinetic muscle strength did not differ as a function of RTSBc (P > 0.05). In all cases maturation was significant as a covariate. This study is the first to demonstrate construct validity of the RTSBc as a measure of general motor competence and sprint speed, but not strength, in children aged 7-10 years.