Can Fundamental Movement Skill Mastery Be Increased via a Six Week Physical Activity Intervention to Have Positive Effects on Physical Activity and Physical Self-Perception?

Intra and Inter Skill Changes in Preschoolers Fundamental Motor Skills

Fundamental motor skills (FMS) play a critical role in the physical activity engagement and health of children. In this study we described inter- and intra-skill changes in preschoolers FMS mastery across a mastery motivational climate (MMC) intervention. Fifty-six children (27 boys, 29 girls, Mage = 4.5) participated in a twice weekly, 30-minute MMC intervention for 29 sessions. Pre-post FMS were measured using the test of gross motor development-3. Girls showed larger FMS mastery changes in their locomotor (LM) skills than boys. The largest changes in LM skill mastery occurred in run, slide, and jump. For ball skill mastery, boys showed greater improvements in throwing compared to two-hand strike, dribble, and kick for girls. Our findings may inform the design and instructional strategies of future interventions.

Children's Individual Differences in the Responses to a New Method for Physical Education

Children's fundamental movement skills (FMS) require planned and guided interventions to develop appropriately. We investigated the effect of a novel Physical Education (PE) method to develop children's object control, locomotor skills, and motor competence. Further, we examined children's trainability, i.e., their differential responses to the new method, and identified low and high responders to the intervention. The study lasted three months and included six to seven-year-old children in two groups: control (the current, official PE program; n = 38) and experimental (the new method; n = 52). Twelve FMS [object control (OC), locomotor (LO)] were reliably assessed using the Meu Educativo® app. Using a mixed-effects model, results showed that the experimental group experienced greater changes (p < 0.05) than the control group in OC and LO. Positive individual changes were more frequent with the new method, but children showed a similar pattern in their interindividual variability in both methods. There was a greater reduction in the number of children with lower proficiency in the experimental group. In sum, the new PE method proved superior to the current, official one. Individual responses to the new method showed considerable variation, highlighting the need for personalization in teaching strategies and necessary support for children with lower proficiency levels, ensuring that no child is left behind in their motor development process.

The Effects of a 6-Week Swimming Intervention on Gross Motor Development in Primary School Children

(1) Background: This study examines the effects of a 6-week swimming intervention on motor competence in children. (2) Methods: A total of 107 children (n = 52 boys, n = 55 girls) aged 7.8 ± 0.63 years that were recruited from five primary schools in central England participated in this study, undertaking either an aquatic intervention once a week for six weeks or acting as a control group completing their usual physical education program. Participants underwent pre- and post-assessments of general motor competence using the Test of Gross Motor Development, Third Edition (TGMD-3) (a process measure) and a composite of 10 m running sprint time and standing long jump distance (product measures). Aquatic motor competence was assessed via the Aquatic Movement Protocol (AMP). Fear of drowning and swimming opportunities were also assessed by implementing a questionnaire. (3) Results: Following a mixed-model ANOVA, an overall main effect was found from pre (40.05 ± 13.6) to post (48.3 ± 18.6) for TGMD-3 scores (p < 0.05) and pre (38.7 ± 31.7) to post (50.6 ± 36.8) for AMP scores (p = 0.001). A negative significant relationship was found between AMP scores with both fear of water (p = 0.01) and fear of drowning (p < 0.05). A positive significant relationship was found between swimming opportunities and AMP score (p = 0.001). (4) Conclusions: The aquatic-based intervention improves not only aquatic motor competence but also transfers improvements in dryland movement competencies. Future research should look to implement control groupings which do not participate in swimming to further investigate the difference between swimmers and non-swimmers; however, due to swimming being a part of the national curriculum in England, this may not be feasible.

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.

Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review

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.

Relationships between physical activity, fundamental motor skills, and body mass index in preschool children

Purpose

To investigate whether there is a potential relationship between physical activity (PA), fundamental motor skills (FMS), and Body Mass Index (BMI) in preschool children and to further explore the differences in PA and FMS between normal-weight and overweight/obese preschool children.

Method

Participants were 366 preschool children aged 3 to 6 years; 358 completed all tests (194 boys and 164 girls). PA, FMS, body weight, and height were measured by triaxial accelerometer, the Test of Gross Motor Development, Second Edition (TGMD-2), and anthropometry measurement, respectively.

Result

The overall rate of overweight/obesity was 17.0%, with no significant gender difference (χ ² = 0.628, p = 0.428). Older children perform significantly better in both object control skills and locomotor skills. Independent samples t-tests were used to examine the difference between genders on FMS and PA: girls in the 5-year-old group display better locomotor skills (p = 0.012) than boys. Boys spent more time on moderate-to-vigorous physical activity (MVPA) and less time on sedentary activity when compared to girls. Results of partial correlation analysis showed that PA was significantly and positively correlated with both locomotor skills and object control skills in preschool children (p < 0.01), while there was no correlation between FMS, PA level, and BMI. Results of ANCOVA revealed no significant difference in FMS between normal-weight and overweight or obese preschool children; normal-weight girls had significantly longer MPA and MVPA duration and significantly shorter sedentary periods than overweight or obese girls (p < 0.05).

Conclusion

Overweight/obesity in preschool children requires effective measures. PA is positively associated with FMS, while BMI is not potentially related to FMS or PA in preschool years. Overweight or obese girls should develop healthier weight status by increasing MVPA hours and reducing sedentary time.

Testing Seefeldt's Proficiency Barrier: A Longitudinal Study

The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency barrier would demonstrate difficulty in improving performance in more complex skills-even when subjected to a period of practice in these complex skills. The present study tested this. Eighty-five normal children (44 boys) aged 7 to 10 years participated in the study. The intervention took place during 10 consecutive classes, once a week, lasting 40 min each. Six FMS (running, hopping, leaping, kicking, catching and stationary dribbling) and one transitional motor skill (TMS) (speed dribbling skill) were assessed. The results showed that only those who showed sufficient proficiency in running and stationary dribbling before the intervention were able to show high performance values in the TMS after intervention. In addition, in line with recent propositions, the results show that the basis for development of the TMS was specific critical components of the FMS and that the barrier can be captured through a logistic function. These results corroborate the proficiency barrier hypothesis and highlight that mastering the critical components of the FMS is a necessary condition for motor development.

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.

Effects of an 8-Week Intervention Targeting the Veridicality of Actual and Perceived Motor Competence Among Irish Adolescents in Project FLAME

High levels of perceived motor competence and low levels of actual motor competence in youth populations have been reported world-wide. Both perceived and actual motor competence have been deemed independent correlates of health and physical activity (PA) behavior, and past research has indicated that their alignment may be linked to more consistent PA. Moreover, there is potential for a movement-based intervention to strengthen the alignment between perceived and actual motor competence, perhaps then guiding future health, PA, and community sport engagement globally. Thus, the objective of this study was to investigate the effectiveness of an 8-week movement-based intervention on increasing the alignment (i.e., veridicality) between PMC and AMC among Irish adolescent youth. We collected data on adolescents (n = 324; females = 149; M age = 14.5, SD = 0.88 years) across six second-level schools in Ireland, including measurements of actual and perceived, motor competence at pre- and post-intervention. We observed low levels of actual in contrast to high levels of perceived motor competence. We found a small but significant veridical alignment between perceived and actual motor competence, but there was no intervention effect on alignment. Future research should prioritize a longer intervention duration that targets student learning and understanding in order to develop veridical perceptions in adolescents that might sustain their participation in PA.

Multi-Component Physical Activity Interventions in the UK Must Consider Determinants of Activity to Increase Effectiveness

Interventions to increase physical activity in children have adopted broad approaches and achieved varying success. There is a need to adopt approaches underpinned with a theoretical basis. Accordingly, the aim here was to implement and evaluate a 12-week intervention designed using the concepts of the COM-B model to determine the effect this has on physical activity levels. One hundred and forty-seven school-age children (mean age 8.9 ± 1.3 years) took part in a 12-week program delivered in a school setting. Topics included physical activity, healthy eating, sleep quality and reducing screen time/sedentary activities when not in school. A sample of participants wore a wrist-worn accelerometer for seven days pre-and post-intervention (N = 11). The physical activity frequency was unchanged (2.9 ± 1.0 AU) when compared with post-intervention values (3.1 ± 0.8 AU, mean increase 6.8 ± 3.7%, p > 0.05). Changes were observed in the daily consumption of fruit and vegetables (pre-intervention 44.6% vs. post-intervention 60.2%, p < 0.05). Sedentary time, light activity, moderate activity and vigorous activity were unchanged post-intervention (p > 0.05). There is a need to adopt a broader approach that incorporates a theoretical basis and considers the complex ways by which physical activity behaviours are influenced.

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.

Gaelic4Girls-The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls

Girls are less active than boys throughout childhood and adolescence, with limited research focusing on female community sports-based programs. This study aims to assess the effectiveness of a multi-component, community sports-based intervention for increasing girl's physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychological wellbeing, as relative to a second treatment group (the traditionally delivered national comparative program), and a third control group. One hundred and twenty female-only participants (mean age = 10.75 ± 1.44 years), aged 8 to 12 years old from three Ladies Gaelic Football (LGF) community sports clubs (rural and suburban) were allocated to one of three conditions: (1) Intervention Group 1 (n = 43) received a novel, specifically tailored, research-informed Gaelic4Girls (G4G) intervention; (2) Intervention Group 2 (n = 44) used the traditionally delivered, national G4G program, as run by the Ladies Gaelic Football (LGF) Association of Ireland; and (3) Control Group 3 (n = 33) received no G4G intervention (group 1 or 2) conditions and were expected to carry out their usual LGF community sports activities. Primary outcome measurements (at both pre- and 10-week follow up) examining the effectiveness of the G4G intervention included (1) PA, (2) FMS and (3) Psychological correlates (enjoyment levels, self-efficacy, peer and parental support). Following a two (pre to post) by three (intervention group 1, intervention group 2, and control group 3) mixed-model ANOVA, it was highlighted that intervention group 1 significantly increased in PA (p = 0.003), FMS proficiency (p = 0.005) and several psychological correlates of PA (p ≤ 0.005). The findings demonstrate that the 10-week, specifically tailored, research-informed G4G intervention is a feasible and efficacious program, leading to a positive effect on the physical and psychological wellbeing of pre-adolescent Irish girls, relative to the traditionally delivered national G4G comparative program and control group conditions.

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.

The effect of resistance training interventions on fundamental movement skills in youth: a meta-analysis

BACKGROUND

Fundamental movement skills (FMS) are strongly related to physical activity (PA) in childhood and beyond. To develop FMS, resistance training (RT) may be a favourable intervention strategy. The purpose of this meta-analysis was to systematically examine the effect of RT interventions on FMS in youth.

METHODS

Meta-analysis followed the PRISMA guidelines (Prospero registration number CRD42016038365). Electronic literature databases were searched from the year of their inception up to and including June 2017. The search strategy aimed to return studies that included product and process-oriented measures as a means of assessing FMS. Studies from English language peer-reviewed published articles that examined the effect of RT on indicators of FMS in youth, with participants of school age (5-18 years) were included.

RESULTS

Thirty-three data sets were included exploring five outcomes related to FMS. Studies included only reported product-oriented outcomes. Significant intervention effects were identified for: sprint (Hedges' g = 0.292, 95% CI 0.017 to 0.567, P = 0.038), squat jump (Hedges' g = 0.730, 95% CI 0.374 to 1.085, P = < 0.001), standing long jump (Hedges' g = 0.298, 95% CI 0.096 to 0.499, P = 0.004), throw (Hedges' g = 0.405, 95% CI 0.094 to 0.717, P = 0.011) and vertical jump (Hedges' g = 0.407, 95% CI 0.251 to 0.564, P = < 0.001). There was variable quality of studies, with 33.3% being classified as 'strong'.

CONCLUSION

RT has a positive impact on indicators of FMS in youth but more high-quality studies should be conducted to further investigate the role RT may play in the development of FMS. Additionally, to more comprehensively evaluate the impact of RT on FMS, there is a need for FMS assessments that measure both process- and product-oriented outcomes.

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

Duncan, MJ, Eyre, ELJ, and Oxford, SW. The effects of 10-week integrated neuromuscular training on fundamental movement skills and physical self-efficacy in 6-7-year-old children. J Strength Cond Res 32(12): 3348-3356, 2018-Integrated neuromuscular training (INT) has been suggested as an effective means to enhance athletic potential in children. However, few studies have reported the effects of school-based INT programs. This study examined the effect of INT on process and product fundamental movement skill measures and physical self-efficacy in 6-7-year-old children. Ninety-four children from 2 primary schools were randomized into either a 10-week INT program or a control group (CON) (n = 41). Results indicated significantly greater increases in process fundamental movement skill (FMS) scores in INT vs. CON (p = 0.001). For product measures of FMS, 10-m sprint time, counter movement jump, seated medicine ball throw and standing long jump (all p = 0.001), all significantly increased to a greater extent in the INT group vs. CON. A significant group (INT vs. CON) × time (pre vs. post) × gender interaction for physical self-efficacy revealed increased physical self-efficacy pre to post INT, compared with CON but only for boys (p = 0.001). For girls, physical self-efficacy was not significantly different before to after the 10-week period for INT and CON groups. The results of this study suggest that replacing 1 of the 2 weekly statutory physical education (PE) lessons with an INT program over a 10-week period results in positive improvements in fundamental movement skill quality and outcomes in 6-7-year-old children. Integrated neuromuscular training also appears to increase physical self-esteem to a greater extent than statutory PE but only in boys.

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

This study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (η_p² = 0.26) and GMQ (η_p² = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status.

Programa de Iniciação Esportiva Influencia a Competência Percebida de Crianças?

Resumo Este estudo investigou os níveis de percepção de competência e o impacto de um programa de iniciação esportiva nas Percepções de Competência (PC) de crianças (N = 118; 5 a 9 anos). As crianças foram pareadas e distribuídas em grupo controle (participantes de aulas de Educação Física) e de iniciação esportiva (participantes de programa Clima Motivacional para Maestria no contraturno escolar). Foram utilizadas as escalas de autopercepção de competência para crianças pré-escolares e escolares. ANOVA foi utilizada na análise dos dados. Os resultados demostraram: níveis elevados na PC em todos os domínios; níveis similares de PC nos grupos no pré e no pós-teste; mudanças positivas na PC motora, cognitiva e no autovalor global somente para o grupo do programa de iniciação esportiva e PC similares entre meninos e meninas. As estratégias utilizadas no programa esportiva foram efetivas para fortalecer as percepções de competência motora, cognitiva e global das crianças, especialmente dos meninos.

Effect of a 12-Week Physical Activity Program on Gross Motor Skills in Children

This study examined the effects of a 12-week Comprehensive School Physical Activity Program (CSPAP) on gross motor skill development in children from low-income families. Participants were 1,460 school-aged children (mean age = 8.4 ± 1.8 years; 730 girls, 730 boys) recruited from three schools receiving U.S. governmental financial assistance. Students were recruited from grades K−6. CSPAP was implemented over one semester during the 2014−2015 school year. Select gross motor skill items were assessed during each student’s physical education class at baseline and at a 12-week follow-up using the Test for Gross Motor Development-2nd Edition (TGMD-2). Each student’s TGMD-2 score was converted to a percentage of the total possible score. A 7 × 2 × 2 analysis of variance test with repeated measures was employed to examine the effects of age, sex, and time on TGMD-2 percent scores, adjusting for clustering within the data structure. There were greater TGMD-2 percent scores at follow-up compared with baseline (82.4% vs. 72.6%, mean difference = 9.8%, p < .001, Cohen’s d = 0.67), and greater improvements were seen in younger children compared with older children (mean difference of change = 4.0%−7.5%, p < .01, Cohen’s d = 0.30−0.55).