Effects of Kindergarten, Family Environment, and Physical Activity on Children's Physical Fitness

Associations Between Relative Age, Siblings, and Motor Competence in Children and Adolescents

BACKGROUND

Motor competence is a key determinant of children's physical, cognitive, and social development, and it is influenced by various biological and environmental factors. Among these, relative age and the presence of siblings have been proposed as potential contributors, yet their impact remains underexplored, especially in school-aged populations.

OBJECTIVE

This study investigates the influence of relative age and the effects of the presence of siblings on the motor competence of children and adolescents.

METHODS

The motor competence level of 747 students, 381 from primary school (mean age = 8.81 ± 1.8 years) and 366 from secondary school (mean age = 13.52 ± 1.22 years), was measured by the means of the Canadian Agility and Movement Skill Assessment. Participants were queried about their birth date and whether they had any older siblings.

RESULTS

Overall, motor competence exhibited an upward trend with chronological age, reaching its peak among children aged 14 years old. Analysis revealed a significant impact of relative age effects on motor competence among primary children, with considerably higher scores in the first semester (p = 0.017). Conversely, no clear trend was observed for secondary children. Having siblings did not significantly affect motor competence proficiency. Multiple regression analysis further confirmed that relative age did not contribute to this lack of association (quarter of birth: p = 0.003; β = -0.144; siblings: p = 0.697; β = -0.019).

CONCLUSIONS

These findings suggest that physical education teachers should be aware of the influence of relative age not only when assessing motor competence but also when designing and implementing their teaching practice in primary school settings. In contrast, the effect of relative age appears to be less significant in secondary education, where it may be less relevant for both evaluation and teaching practice. Further research should explore longitudinal designs and consider additional psychosocial and environmental variables to better understand how these factors influence motor competence development over time.

The impact of different family background on children's fundamental movement skills proficiency

PURPOSE

This study was to explore the impact of different family background on children's physical activity. Whether the parents' age, educational level, exercise habits, number of siblings, affect differences in the development of children's fundamental motor skills [FMS].

METHODS

A sample of 6200 parents participated in this study, with the age of the children ranging between 2 and 6 years. The questionnaires were mostly filled out by mothers, the parents were between 30 and 45 years old, and most of them had a college degree or above. The research was based on the self-compiled questionnaire "2-6 years young children's fundamental motor skills questionnaire". The questionnaire consisted of 3 dimensions (stability motor skills, locomotor motor skills, manipulative motor skills.) Each participant completed the information, in addition subjectively completing the questionnaire according to the child's FMS performance. The data were analyzed with descriptive statistics and single-factor analysis of variation.

RESULTS

The results of this study revealed that different family background variables had significantly different effects on children's FMS development. Children who had an older parent, high school or college education, a household monthly income of more than 2,200 US dollars, lived in rural areas, had siblings at home, and who maintained moderate intensity for more than 30 min once a week had better FMS performance.

CONCLUSION

Parents' exercise habits, as well as parents' age and education had a positive effect on children's FMS. In addition to requiring parents to accompany activities, arranging an environment suitable for exercise and having more interactive games with older peers could help FMS performance in children.

An empirical study of the flag rugby game programme to promote gross motor skills and physical fitness in 5-6 year old preschool children

In order to investigate the effects of a flag rugby game programs on the development of gross motor skills and physical fitness in 5-6 year old preschool children. An overall random sampling method was adopted to select 56 preschoolers aged 5-6 years from class A and class B,class A was the ExG (28) implemented a flag rugby games intervention program,and class B was the ConG (28) implemented a regular physical education program,with a 12-week intervention period.The content and requirements of the experimental intervention program were determined through a systematic analysis method, and the subjects' gross motor skills level was tested using the TGMD-3, and their physical fitness level was measured using China's fifth national physical fitness monitoring of early childhood (3-6 years) component.Experimental data were statistically analyzed using independent samples t-test, paired samples t-test, and repeated measures ANOVA test.After 12 weeks of practice, 1）We found that the ExG outperformed the ConG in Skip,One hand stationary dribble, Overhand throw, Underhand throw, Forehand strike of self-bounced,Kick a stationary ball, Total object control subject score, Total gross motor score test results with significant differences (p < 0.05).The ExG differed significantly (p < 0.01) in Grip strength, Stand long jump,Sit forward bend, Continuous jump on both feet,15 m obstacle run,Walk the balance beam, while the ConG differed significantly (p < 0.05) only in Continuous jump on both feet,15 m obstacle run and Stand long jump.2）We also found gender differences in gross motor skills and Physical fitness test results, this difference is manifested in boys outperformed girls in Total object control subject Score, Grip strength and 15 m obstacle run with significant difference (p < 0.05), girls outperformed boys in Sit forward bend with significant difference (p < 0.05).The 12-week flag rugby game programs improved gross motor skills and physical fitness levels of 5-6 year old preschoolers more comprehensively than the regular program, and we recommend the purposeful and organized promotion of a flag rugby game programs in the physical activity curriculum for 5-6 year old preschoolers.

Impact of COVID-19 Pandemic on Children's Fundamental Motor Skills: A Study for the Taiwanese Preschoolers Teachers

The outbreak of the COVID-19 pandemic has resulted in reduced opportunities for children to engage in fundamental motor skills [FMS]. This prolonged inactivity and restriction of play can have serious consequences for children's physical and mental health. The purpose of this study was to explore teaching strategies during the pandemic, whether there were differences in children's motor development, and the differences in the implementation of physical movement courses before and during the pandemic from the perspective of preschool teachers. This study was a retrospective study using an internet survey, and participants comprised 2337 preschool teachers. The statistical methodology of this study included descriptive statistics, the dependent t-test, and the independent t-test. The results showed that regardless of the time, frequency, activity intensity, and frequency of outdoor courses, the results from before the pandemic was better than those taken during the pandemic. Only the "frequency of implementing physical movement courses indoors every week" had not been affected by the pandemic. This study also obtained the performance of "children's fitness", "overall performance of physical movement ability", "stability movement skills", "locomotor movement skills", and "manipulative movement skills". All were better before the pandemic than during the pandemic. During the COVID-19 pandemic, mixed-age classes performed better than same-age classes in terms of frequency, time, intensity, outdoor course implementation, and physical fitness. Public schools performed better than private schools in terms of frequency, time, intensity, outdoor course implementation, and fundamental motor skills performance. Private schools implemented physical movement courses indoors every week, which was more than public schools. Excepting the frequency of implementing physical movement courses indoors every week, fewer than schools with five classes performed better than those who had more than schools with six classes. Finally, rural schools were better than urban schools in the implementation of outdoor courses and fundamental motor skills performance. Therefore, we suggest that in response to the pandemic, teachers should further improve their professionalism and use diversified teaching methods, and guide students to be willing to learn and improve their skill performance.

Temporal trends in physical fitness among Chinese children and adolescents from 2000 to 2019 and analysis of social-ecological factors

This study aimed to estimate temporal trends in physical fitness (PF) by regions, age groups and nutritional status among Chinese children and adolescents and to longitudinally examine PF determinants based on social-ecological model. Participants (n = 68,265) aged 7-18 were from five successive national surveys (2000 to 2019). Six tested items of PF were calculated as PF indicator (PFI), which was used to divide participants into two categories: low vs. moderate/high. One-way analysis of variance was used to compare difference and change trend of PFI. Linear regression evaluated relationship between PFI and body mass index (BMI), and logistic regression assessed association between PFI and factors of behaviours and lifestyles on individual-, family- and school-level based on the social-ecological model. PFI declined sharply from 2000 to 2010, increased slightly from 2010 to 2014 and then edged down in 2019. Students with moderate BMI and students in urban areas tended to have higher PFI, and larger increase of PFI was found in students aged 7-9 and 13-15 after 2010. Several determinants on individual-, family- and school-level related to PFI. Efforts to develop PF mainly include increasing PA and reducing sedentary behaviours by facilitating home-school collaboration and emphasizing age-, region- and BMI-specific actions.

Effect of 11 Weeks of Physical Exercise on Physical Fitness and Executive Functions in Children

Object: The aim of our study was to evaluate and compare the effects of physical exercise interventions on physical fitness and executive functions in children. Methods: Six-year-old children participated in the study and were randomly divided into physical exercise group (PE group, n = 43) and control group (C group, n = 46). The children in the PE group participated in a physical exercise program for 45 min daily, four days a week for 11 weeks. The children in the C group continued with their usual routines. Then, all the children were tested before and after the experiment for body composition (height, weight, BMI), physical fitness (20-m shuttle run test, standing long jump test, grip strength test, 4 × 10 m shuttle run test and sit and reach tests), and executive functions test (animal go/no-go task, working memory span task, simple reaction test and flexible item selection task) before and after the 11-week period. Results: The 11 weeks of physical exercise did not significantly affect the body composition of the children (p > 0.05). The physical fitness and executive functions test results showed that 11 weeks of physical exercise interventions improves physical fitness (cardiopulmonary fitness, muscle strength, speed sensitivity and flexibility quality) and executive functions parameters (inhibitory control, working memory, the reaction time, and cognitive flexibility) in children (p < 0.05, p < 0.01). Conclusion: 11 weeks of physical exercise can improve the physical fitness and executive functions of six-year-old children.