ORCID Profile
0000-0002-9731-625X
Current Organisations
Staffordshire University
,
Deakin University
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Publisher: Elsevier BV
Date: 2009
DOI: 10.1016/J.JSAMS.2007.12.007
Abstract: Increasing physical activity amongst seniors is important for public health, yet guidance is needed to minimise injury risks. To describe the incidence of falls/injuries in a walking team ball game (Lifeball) designed for seniors, a prospective cohort study was undertaken amongst community dwelling Lifeball participants in Australia. Players completed a telephone survey soon after commencing Lifeball (2004) and 12 months later (2005). Attendance and incident records were audited for the period. Subjects joined a Lifeball group with opportunity to play at least once per week. Baseline was completed by 284 players aged between 40 and 96 years (mean 67 years), with most (83.8%, 238/284) female. Of 263 followed up, the average attendances was 25, with 19.3% attending on fewer than 4 occasions and 14.3% attending 52 or more times. Most (93.9%) reported no injuries requiring medical attention. However, 16 (6.1%) had injuries requiring medical attention and their 27 injuries represent an injury rate of 3.3 per 1000hours of participation. Twenty participants (7.6%) had a Lifeball fall equating to a fall rate of 2.8 per 1000hours of participation. Falls in Lifeball were not associated with measured predictors (age, gender, falls history, perceived falls risk or hours played). Incident records showed a trip/stumble involving rushing, walking backwards, or overextending (all against rules) as common falling causes. Lifeball is not 'risk free' however due to a lack of comparative data it is difficult to compare injury rate to relevant activities. Prevention of injury should concentrate on enforcing safety rules.
Publisher: Springer Science and Business Media LLC
Date: 23-07-2015
DOI: 10.1007/S40279-015-0351-6
Abstract: In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An in idual's physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.
Publisher: Mary Ann Liebert Inc
Date: 02-2015
Publisher: Frontiers Media SA
Date: 23-06-2022
DOI: 10.3389/FPSYG.2022.799330
Abstract: To determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents. A systematic review and meta-analysis. After searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021. We included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5–18 years). One hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27–0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34–0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes ( d = 0.52) followed by affective ( d = 0.47), social ( d = 0.32), and cognitive ( d = 0.17) learning outcomes. A minority (& %) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development. The interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered.
Publisher: Informa UK Limited
Date: 27-01-2022
Publisher: Frontiers Media SA
Date: 2013
Publisher: Elsevier BV
Date: 03-2020
DOI: 10.1016/J.JSAMS.2019.09.005
Abstract: Self-perceptions such as perceived motor competence and psychosocial wellbeing have been identified as important to children's physical activity. The study's purpose was to explore whether perceived motor competence and psychosocial wellbeing were determinants of physical activity, one year after a baseline assessment. Longitudinal study. A total of 134 children (65.7% boys, 34.3% girls) aged 6-7 years at baseline (2016), and 7-8 years at follow-up (2017) were included in this study. Pearson's correlations assessed associations at baseline and follow-up between moderate- to vigorous-intensity physical activity (MVPA) (accelerometers) and (i) total perceived motor competence and subdomains (the pictorial scale of Perceived Movement Skill Competence) and (ii) psychosocial wellbeing and sub-domains - KidKINDL KINDer Lebensqualitätsfragebogen: Children Quality of Life Questionnaire (KINDL Baseline perceived object control skills was associated with MVPA at follow-up (r=0.38, p<0.001), but perceived locomotor skills were not. Self-esteem was the only subdomain of psychosocial wellbeing that demonstrated significant association with MVPA at baseline (r=0.21, p<0.05). Perceived object control (B=1.36, p=0.019, 95% CI [0.23, 2.50]) and self-esteem (B=0.32, p=0.001, 95% CI [0.13, 0.50]) positively predicted MVPA albeit with small effects. Focusing on improving children's perceived object control and self-reported self-esteem may contribute to children's physical activity participation.
Publisher: Springer Science and Business Media LLC
Date: 15-09-2021
Publisher: Wiley
Date: 17-05-2018
DOI: 10.1111/JORA.12407
Publisher: Informa UK Limited
Date: 06-2009
Publisher: Elsevier BV
Date: 09-2002
DOI: 10.1016/S1440-2440(02)80010-X
Abstract: Child Fundamental Movement Skills (FMS) underpin active lifestyles yet little is known of their distribution and mastery. 'Move it Groove it' project rated proficiency of primary school children (n = 1045, 18 schools) in skills of balance, throw, catch, sprint, hop, kick, side gallop and jump. Rating categories were 'mastery', 'near mastery' or 'poor' (ie mastered all, all but one, or less of the five to six components of an FMS). Less than half of all child tests were rated at mastery (21.3%) or near mastery (25.7%) level. In grade three, 75.4% of children achieved mastery or near mastery (MNM) in static balance but less than half did so for any other FMS. In grade four, 59.0% achieved MNM in the side gallop and 56.0% in the catch but less than half did so for any other FMS. Although the highest percent mastery for both genders was for the balance, the skills best performed thereafter by boys (throw and kick) rated poorest for girls. Conversely the hop and side gallop which rated, after balance, as the skills best mastered by girls, were among the more poorly performed skills for boys. The low prevalence of FMS mastery found in this survey suggests that there may be great potential to improve fundamental movement skills of primary aged children in many parts of rural Australia. Even if the aim were for children to achieve near mastery levels, the improvement could be substantial in every skill category. Where appropriate, gender differences in mastery might easily be addressed by tailored physical education programs and modification of social and physical environments.
Publisher: BMJ
Date: 10-2023
Publisher: Public Library of Science (PLoS)
Date: 14-07-2021
DOI: 10.1371/JOURNAL.PONE.0253733
Abstract: Classroom-based active breaks are a feasible and effective way to reduce and break up sitting time, and to potentially benefit physical health in school children. However, the effect of active breaks on children’s cognitive functions and brain activity remains unclear. We investigated the impact of an active break intervention on typically developing children’s cognitive functions and brain activity, sitting/standing/stepping, on-task behaviour, and enjoyment. Up to 141 children, aged between 6 and 8 years (46% girls), were included, although about half of them completed two of the assessments (n = 77, working memory n = 67, dorsolateral prefrontal cortex haemodynamic response). Classrooms from two consenting schools were randomly allocated to a six-week simple or cognitively engaging active break intervention. Classrooms from another school acted as a control group. The main analyses used linear mixed models, clustered at the class level and adjusted for sex and age, to investigate the effects of the interventions on response inhibition, lapses of attention, working memory, event-related brain haemodynamic response (dorsolateral prefrontal cortex). The mediating effects of sitting/standing/stepping on cognition/brain activity were also explored. To test intervention fidelity, we investigated differences by group on the change values in children’s sitting, standing, and moving patterns during class/school time using linear mixed models. Generalized linear mixed models clustered at the in idual level were used to examine on-task behaviour data. For the intervention groups only, we also assessed children’s perceived enjoyment, physical exertion and mental exertion related to the active breaks and compared the results using independent t-tests. There was a significantly greater positive change in the proportion of deoxygenated haemoglobin in the left dorsolateral prefrontal cortex of children assigned to cognitively engaging active breaks compared to the control group ( B = 1.53 × 10 −07 , 95% CI [0.17 × 10 −07 , 2.90 × 10 −07 ]), which under the same cognitive performance is suggestive of improved neural efficiency. Mixed models showed no significant effects on response inhibition, lapses of attention, working memory. The mediation analysis revealed that the active breaks positively affected response inhibition via a change in sitting and standing time. The sitting, standing, and moving patterns and on-task behaviour were positively affected by the active breaks at end of trial, but not at mid-trial. Children in both intervention groups showed similarly high levels of enjoyment of active breaks. Cognitively engaging active breaks may improve brain efficiency in the dorsolateral prefrontal cortex, the neural substrate of executive functions, as well as response inhibition, via effects partially mediated by the change in sitting/stepping time. Active breaks can effectively reduce sitting and increase standing/stepping and improve on-task behaviour, but the regular implementation of these activities might require time for teachers to become familiar with. Further research is needed to confirm what type of active break best facilitates cognition.
Publisher: Elsevier BV
Date: 12-2014
Publisher: Wiley
Date: 14-09-2020
DOI: 10.1002/HPJA.404
Abstract: Drowning is a global public health issue. Aims were to assess: (a) face validity of the “Pictorial Scale of Perceived Water Competence (PSPWC),” (b) the association between child and parent perception of child swimming competence and (c) factors associated with perception of child swimming competence. Child‐parent dyads and swim instructors were recruited for a mixed method study. Children aged 4‐8 years (n = 51) reported on: familiarity, progressions and their own swim competence in 17 swimming situations. Parents (n = 51) reported on child competence and swimming experience. Swim instructors (n = 15) were interviewed. Spearman's rank correlation was used to assess whether child and parent swim perception were associated. The Mann‐Whitney U test, Wilcoxon signed‐rank test or Kruskal‐Wallis test were used to assess which factors were associated with child and/or parent report. Children reported high familiarity of scenarios and could sequence items. Swim instructors concluded the PSPWC depicted swim skills accurately. There was no association between child and parent perception of children's swimming ability. Swimming level was positively associated with child perception but not parent proxy report. Swimming lesson experience, child sex, country of birth and disadvantage were not associated with child perception or parent proxy report. Older children perceived higher swimming competence but parent report was not associated with child age. Children have a better understanding of their swim competence than their parents do, suggesting parent education is needed. The PSPWC could be used by teachers (both swimming and classroom) to inform parents how their child estimates their swim competence. If use of this tool was incorporated into education practice this could assist in creating awareness, which can be the start of advocacy towards the creation of policy to assist in the provision of accessible swim education for all Australian children.
Publisher: Elsevier BV
Date: 03-2022
Publisher: Elsevier BV
Date: 12-2013
Publisher: Informa UK Limited
Date: 25-06-2020
Publisher: Springer Science and Business Media LLC
Date: 25-09-2023
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Informa UK Limited
Date: 21-12-2022
Publisher: Wiley
Date: 17-02-2019
DOI: 10.1111/SMS.13389
Abstract: We investigated child, family, and environmental factors associated with young children's perceptions of locomotor (LM) and object control (OC) skills. The participants comprised 472 children (6.22 ± 0.63) and their parents. The children were assessed for their perception of motor competence in LM and OC skills (using the pictorial scale of Perceived Movement Skill Competence for young children), and actual motor competence (Test of Gross Motor Development 3rd edition and Körperkoordinationstest Für Kinder). Anthropometrics were calculated using the children's body mass index standard deviation scores. A parent questionnaire included questions about child factors (sex, child's independent walking age, time spent sedentary and outdoors, participation in organized sport activities, and access to electronic devices), family factors (parent educational level, physical activity frequency, and sedentary behavior), and environmental factors (access to sport facilities). Variance analysis sought to identify age-related differences, and a linear regression model examined correlates of children's perception of LM and OC skills. The children's movement skill perceptions were found to be generally high. Four factors explained 5.7% of the variance in perceptions of LM skills and 7.5% of the variance in perceptions of OC skills. Two factors, lower age and higher actual motor competence, explained most of the children's skill perceptions. Access to electronic devices (less) and Body mass index (BMI) (higher) were associated with perceptions of LM skills. Participation in organized sport activities (higher) and parental education (lower) were associated with perceptions of OC skills. When promoting children's physical activity and motor competence, perceptions of motor competence are an important consideration.
Publisher: Wiley
Date: 24-08-2018
DOI: 10.1111/SMS.13264
Abstract: This study examined how motor skills are associated with physical activity (PA), sedentary time, body fat, and day care attendance among young children. Also, the motor skills of healthy weight children were compared to those who were overweight or obese. The study population consisted of five to six years old children (n = 111 45 boys) who participated in the longitudinal STEPS Study carried out in Southwest Finland in 2013-2014. Motor skills were measured with the Bruininks-Oseretsky test, second edition (BOT-2) including fine manual control, manual coordination, body coordination, and strength and agility. Moderate-to-vigorous intensity PA (MVPA) and sedentary time were objectively measured with hip-worn accelerometers. Body mass index (BMI) was calculated based on measured weight and height. Body fat percentage (BF%) was measured using segmental multifrequency bio impedance analysis. Day care attendance was measured with parental questionnaires. Linear regression analyses were adjusted by age, sex, and parental education. Day care attendance was positively associated with body coordination and strength and agility. Lower BF% in girls was associated with higher strength and agility scores. There were no associations between manual coordination or fine manual control and the explanatory variables. Objectively measured MVPA and sedentary time showed no associations with motor skills. Overweight children had significantly lower scores in all motor skill composites (P < 0.05) than healthy weight children, except in fine manual control where the association was non-significant (P = 0.202). Early prevention of overweight and obesity may be of importance and day care attendance may be beneficial for motor skill development.
Publisher: Informa UK Limited
Date: 14-08-2019
DOI: 10.1080/02640414.2018.1508399
Abstract: Children's fundamental movement skill levels (FMS) predict moderate-to-vigorous physical activity (MVPA). Asian children have been reported as less active than English-Europeans, possibly due to poorer skills. This study compared the FMS of children from Culturally and Linguistically Diverse (CALD) backgrounds and examined FMS correlates. A total of 261 children (122 males) aged 9-to-11 years were ided based on language spoken at home: English-European (n = 105) and Asian (n = 156). Height, mass, FMS (Test of Gross Motor Development-2), MVPA (accelerometer) and cardio-respiratory fitness (20m multistage shuttle run) were directly measured. Sex, age, language and perceived sport competence (CY-PSPP) were self-reported. Independent s le t-tests assessed age, BMI, FMS and perception by CALD group. Linear mixed models examined FMS correlates. Asian-speaking children had lower object control skill (35.5 v 37.2 CI [0.17, 3.18] p < 0.03) compared to English-European- children, but no between-group differences in locomotor skills were observed. Fitness, physical activity and sport competence perception were positively associated with object control, yet adjusting for these variables (and age and BMI) did not remove the CALD effect (B = -2.02, SE = 0.69, p = 0.004). Cultural factors may affect object control competence in Asian-Australian children.
Publisher: Informa UK Limited
Date: 30-11-2020
Publisher: Elsevier BV
Date: 05-2016
DOI: 10.1016/J.JSAMS.2015.05.002
Abstract: Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control lay the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. Two group pre ost experimental design study. Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). No significant differences between the control and intervention groups were observed for both outcomes. This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable.
Publisher: SAGE Publications
Date: 04-2015
DOI: 10.2466/10.25.PMS.120V18X2
Abstract: Given that children with low movement skill competence engage in less physical activity, it is important to understand how children's perceptions relate to actual movement competence. This study examined relationships between (i) children's self-perception and objective assessments of their movement skills (object control and locomotor) and (ii) parents' perceptions of the children's movement skills and objective assessment. Children's skill perceptions were assessed using the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Parent perceptions of their child's skills were assessed using a modified version of this instrument. The Test of Gross Motor Development–2nd edition assessed children's skills objectively. Participants were 136 Australian children (51% boys M = 6.5 yr., SD = 1.1) and 133 parents. Regression analyses (by sex) examined the relationship between perceptions and children's scores for actual skilled performance. Boys' perceptions were associated with their actual object control ability. Parents accurately perceived boys' object control ability and girls' locomotor ability, but not the reverse. This suggests interventions aiming to improve children's movement skills could target parents and be designed to teach parents how to recognize good and poor skill performance in their children.
Publisher: Wiley
Date: 27-02-2021
DOI: 10.1111/SMS.13928
Abstract: Perceived motor competence (PMC) is important to health as it mediates the association between actual motor competence (AMC) and physical activity. Many instruments assess the broader construct of physical self‐perception but no scale has been developed to assess PMC in stability. The aim of this study was to develop and analyze the reliability and validity of a new pictorial PMC in stability skill assessment when completed by early adolescents. A Delphi method showed ≥70% of experts’ consensus in the seven proposed items. A s le of 904 students (11‐14 years old) self‐reported PMC in locomotion, object control, and stability using two pictorial scales: Perceived Movement Skill Competence (PMSC) and the newly developed Stability (PMSC_Stability). The Körperkoordinations test for Kinder (KTK) was also administered as a measure of AMC in skills that utilize stability. Two different subs les were randomly assigned to criterion validity and reliability assessments. Spearman's correlation, confirmatory factor analysis, and a general linear model for sex and age were conducted. The internal consistency (α) and test‐retest (intraclass correlation coefficient) reliability values were good ( .70). A single‐factor latent model represented stability and did not differ by sex. Stability perception was associated with AMC (rho = 0.51). Stability is important to the performance of many movement skills (eg, single‐leg balance or moving on a narrow surface). Understanding which adolescents have poor stability perception could highlight stability as an area that needs targeting in order to increase physical activity and sport participation.
Publisher: Informa UK Limited
Date: 21-11-2017
DOI: 10.1080/02640414.2017.1406297
Abstract: Participation in organized sports is promoted as a means of increasing physical activity levels and reducing chronic disease risk in adults. Hard martial arts practice (i.e. using body contact techniques), has gained in popularity over time. This review explores the evidence for health benefits of "hard" martial arts practice within the adult population. A systematic electronic database search was conducted, and quality assessments applied the Effective Public Health Practice Project tool. Twenty-eight studies met the inclusion criteria, examining balance, cognitive function, muscular skeletal status, psychological, cardiovascular fitness, and metabolic effects. The majority of studies reported positive effects resulting from hard martial arts practice, showing some improvement and maintenance of balance, cognitive function and psychological health. Benefits may be obtained regardless of the age of practice commencement. However, quality of the evidence is affected by methodological weaknesses across the studies. "Hard" martial arts seem to have potential to improve balance and cognitive functions that decline with age, which can lead to poorer health outcomes among the elderly (e.g. cognitive decline, falls and fractures). Benefits should be further investigated with improved intervention studies, representative s les and longer follow-up periods in order to establish associations with morbidity and mortality in the long term.
Publisher: Informa UK Limited
Date: 22-05-2017
DOI: 10.1080/02640414.2017.1328126
Abstract: Little is known about whether physical activity compensation occurs and, if so, what are potential moderators of such responses. This study examined whether children's physical activity, sedentary time and energy expenditure on one day was associated with these behaviours the following day, and what factors may moderate observed associations. One hundred and twenty-seven children (8-11 years) wore an ActiGraph accelerometer for eight days. Time spent in sedentary time and physical activity was obtained. Daily energy expenditure was also assessed using a SenseWear Armband (n=98). Moderators examined were sex, age, BMI, fitness, and fundamental movement skills (FMS). Multilevel analyses were conducted using generalized mixed models. On any given day, every additional 10 minutes spent in moderate-to-vigorous physical activity (MVPA) was associated with 9.3 minutes less MVPA the following day. Every additional 10kcal expended on one day was associated with 2.9 fewer kcal expended the following day. Additional time spent sedentary on any given day was associated with less light physical activity the following day in children with lower FMS. The results are largely consistent with the compensation hypothesis, with children appearing to compensate their activity between days. Strategies to minimise potential compensatory changes may be needed for children overall rather than for specific population sub-groups.
Publisher: Wiley
Date: 08-2017
DOI: 10.1071/HEV28N2_ED1
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 10-2013
Publisher: Springer Science and Business Media LLC
Date: 10-10-2016
Publisher: Informa UK Limited
Date: 06-2010
DOI: 10.1080/02701367.2010.10599663
Abstract: Students' proficiency in three object control and three locomotor skills were assessed in 2000 (M age = 10.06 years, SD = 0.63) in New South Wales, Australia and in 2006-07 (M age = 16.44 years, SD = 0.64). In 2006-07, 266 students, 138 girls (51.9%) and 128 boys (48.1%), had at least one skill reassessed. Boys were more object control proficient than girls. Childhood object control proficiency significantly predicted (p = .001) adolescent object control proficiency (r2 = .39), and, while gender was significant (p = .001), it did not affect the relationship between these variables (p = .53). Because childhood object control proficiency is predictive of subsequent object control proficiency, developing skills in childhood is important.
Publisher: Informa UK Limited
Date: 25-12-2018
DOI: 10.1080/02640414.2018.1559491
Abstract: This study aims to develop profiles in children according to physical fitness, actual and perceived motor competence, and to examine the level of engagement in physical activity and weight status according to these profiles. In the study, 156 typically developing Spanish children (47.4% girls) of primary school age (5-11 years-old) participated voluntarily. Children's perceived and actual motor competence, physical fitness, physical activity participation and weight status were assessed. A Self-Organising Map and K-means cluster analysis were used to classify and visualise the values. Four profiles were found: profile 2 was aligned - high capacity, high perception, profile 1 was partially aligned - medium capacity and perception, profile 3 and 4 were both non-aligned - low capacity, medium perception and medium capacity, low perception respectively. Children in profile 2 were more active than children in profile 3 and 4 (P < .05). In profile 2 there was a lower frequency of overweight/obese children than normal-weight children. On the contrary, in profiles 1, 3 and 4 a similar distribution of normal-weight and overweight/obese children was found. High capable children with high perception exhibited higher physical activity participation and were more likely to be of normal-weight compared to those with low capacity and/or perception.
Publisher: Human Kinetics
Date: 07-2016
Abstract: Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research. We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective. We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS. We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2008
Publisher: Human Kinetics
Date: 10-2023
Abstract: Purpose : Teachers are important stakeholders in supporting children’s physical literacy (PL), yet teachers’ perception of PL assessment is underexplored. Method : Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results : Teachers who favored assessment (58%) tended to report assessing PL in children (χ 2 [1, N = 110] = 7.025, p = .008). Those who reported assessing PL (also 58%) were more confident to do so (χ 2 [2, N = 109] = 10.540, p = .005). Teachers considered movement skills , engagement and enjoyment , relationships , and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion : Professional development, resources, and suitable PL teacher assessments can upskill teachers’ knowledge, confidence, and reduce barriers in implementing PL assessments.
Publisher: Elsevier BV
Date: 11-2014
DOI: 10.1016/J.JSAMS.2013.09.013
Abstract: The aim was to examine interrater reliability of the object control subtest from the Test of Gross Motor Development-2 by live observation in a school field setting. Reliability Study--cross sectional. Raters were rated on their ability to agree on (1) the raw total for the six object control skills (2) each skill performance and (3) the skill components. Agreement for the object control subtest and the in idual skills was assessed by an intraclass correlation (ICC) and a kappa statistic assessed for skill component agreement. A total of 37 children (65% girls) aged 4-8 years (M = 6.2, SD = 0.8) were assessed in six skills by two raters equating to 222 skill tests. Interrater reliability was excellent for the object control subset (ICC = 0.93), and for in idual skills, highest for the dribble (ICC = 0.94) followed by strike (ICC = 0.85), overhand throw (ICC = 0.84), underhand roll (ICC = 0.82), kick (ICC = 0.80) and the catch (ICC = 0.71). The strike and the throw had more components with less agreement. Even though the overall subtest score and in idual skill agreement was good, some skill components had lower agreement, suggesting these may be more problematic to assess. This may mean some skill components need to be specified differently in order to improve component reliability.
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.JSAMS.2016.11.007
Abstract: Proficiency in fundamental movement skills (FMS) is positively correlated with cardiorespiratory fitness, healthy weight status, and physical activity. Many instruments have been developed to assess FMS in children. It is important to accurately measure FMS competency in adolescent populations, particularly in girls, who are less proficient than boys. Yet these tests have not been validated or tested for reliability among girls in this age group. The current study tested the concurrent validity and reliability of two FMS assessment instruments the newly developed Canadian Agility and Movement Skill Assessment (CAMSA), against the Victorian FMS Assessment from Australia, among a s le of early adolescent girls. In total, 34 Year 7 females (mean age 12.6 years) from Australia were tested and retested on each instrument in a school setting. Test-retest reliability was excellent for the overall CAMSA score (ICC=0.91) and for the isolated time and skill score components (time: ICC=0.80 skill: ICC=0.85). Test-retest reliability of the Victorian FMS Assessment was also good (ICC=0.79). There was no evidence of proportional bias in either assessment. There was evidence of strong concurrent validity (r Both instruments were found to be reliable and valid. However, compared to the Victorian FMS instrument, the CAMSA has the advantage of both process and product assessment, less time needed to administer and higher authenticity, and so may be an attractive alternative to the more traditional forms of FMS assessment, for use with early adolescent girls, in school settings.
Publisher: MDPI AG
Date: 23-06-2020
Abstract: The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide ex les of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program ex les, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy.
Publisher: Springer Science and Business Media LLC
Date: 15-07-2015
DOI: 10.1007/S40279-015-0357-0
Abstract: It has been suggested that young people should develop competence in a variety of 'lifelong physical activities' to ensure that they can be active across the lifespan. The primary aim of this systematic review is to report the methodological properties, validity, reliability, and test duration of field-based measures that assess movement skill competency in lifelong physical activities. A secondary aim was to clearly define those characteristics unique to lifelong physical activities. A search of four electronic databases (Scopus, SPORTDiscus, ProQuest, and PubMed) was conducted between June 2014 and April 2015 with no date restrictions. Studies addressing the validity and/or reliability of lifelong physical activity tests were reviewed. Included articles were required to assess lifelong physical activities using process-oriented measures, as well as report either one type of validity or reliability. Assessment criteria for methodological quality were adapted from a checklist used in a previous review of sport skill outcome assessments. Movement skill assessments for eight different lifelong physical activities (badminton, cycling, dance, golf, racquetball, resistance training, swimming, and tennis) in 17 studies were identified for inclusion. Methodological quality, validity, reliability, and test duration (time to assess a single participant), for each article were assessed. Moderate to excellent reliability results were found in 16 of 17 studies, with 71% reporting inter-rater reliability and 41% reporting intra-rater reliability. Only four studies in this review reported test-retest reliability. Ten studies reported validity results content validity was cited in 41% of these studies. Construct validity was reported in 24% of studies, while criterion validity was only reported in 12% of studies. Numerous assessments for lifelong physical activities may exist, yet only assessments for eight lifelong physical activities were included in this review. Generalizability of results may be more applicable if more heterogeneous s les are used in future research. Moderate to excellent levels of inter- and intra-rater reliability were reported in the majority of studies. However, future work should look to establish test-retest reliability. Validity was less commonly reported than reliability, and further types of validity other than content validity need to be established in future research. Specifically, predictive validity of 'lifelong physical activity' movement skill competency is needed to support the assertion that such activities provide the foundation for a lifetime of activity.
Publisher: Wiley
Date: 07-06-2016
DOI: 10.1111/CCH.12359
Abstract: It is important to assess young children's perceived Fundamental Movement Skill (FMS) competence in order to examine the role of perceived FMS competence in motivation toward physical activity. Children's perceptions of motor competence may vary according to the culture/country of origin therefore, it is also important to measure perceptions in different cultural contexts. The purpose was to assess the face validity, internal consistency, test-retest reliability and construct validity of the 12 FMS items in the Pictorial Scale for Perceived Movement Skill Competence for Young Children (PMSC) in a Portuguese s le. Two hundred one Portuguese children (girls, n = 112), 5 to 10 years of age (7.6 ± 1.4), participated. All children completed the PMSC once. Ordinal alpha assessed internal consistency. A random subs les (n = 47) were reassessed one week later to determine test-retest reliability with Bland-Altman method. Children were asked questions after the second administration to determine face validity. Construct validity was assessed on the whole s le with a Bayesian Structural Equation Modelling (BSEM) approach. The hypothesized theoretical model used the 12 items and two hypothesized factors: object control and locomotor skills. The majority of children correctly identified the skills and could understand most of the pictures. Test-retest reliability analysis was good, with an agreement ration between 0.99 and 1.02. Ordinal alpha values ranged from acceptable (object control 0.73, locomotor 0.68) to good (all FMS 0.81). The hypothesized BSEM model had an adequate fit. The PMSC can be used to investigate perceptions of children's FMS competence. This instrument can also be satisfactorily used among Portuguese children.
Publisher: IEEE
Date: 10-2014
Publisher: Human Kinetics
Date: 04-2023
Abstract: Background : Understanding how or whether sedentary behavior affects motor competence in young children is important considering that children spend a lot of time sedentary. The aim of this study was to examine whether sedentary behavior predicts motor competence in young children. Methods : A longitudinal study with a total of 372 children aged 3.5 years at baseline and 5 years at follow-up was conducted. Objectively measured activity patterns (i.e., using accelerometers) were conducted in a subs le with 188 children. Sedentary behavior was assessed both objectively and subjectively (parent-reported screen time). Locomotor and object control skill scores were determined using the Test of Gross Motor Development—Second Edition. A multivariable analysis was executed adjusting for potential confounders (such as age, sex, time spent in moderate- to vigorous-intensity physical activity, monitor wear time, body mass index z scores, and maternal education). Results : Sedentary behavior at either time point was not significantly associated with either locomotor or object control skills after adjusting for potential confounders. Discussion : Our results did not support the assumption that sedentary behavior affects motor competence in young children. Regardless, given the lack of consistency in the evidence base, we recommend to parents, educators, and health professionals that sedentary activities should be kept within government recommendations due to potential negative effects on child development.
Publisher: SAGE Publications
Date: 06-2012
DOI: 10.2466/10.13.PMS.114.3.1023-1034
Abstract: This study investigated associations between pre-school children's time spent playing electronic games and their fundamental movement skills. In 2009, 53 children had physical activity (Actigraph accelerometer counts per minute), parent proxy-report of child's time in interactive and non-interactive electronic games (min./week), and movement skill (Test of Gross Motor Development–2) assessed. Hierarchical linear regression, adjusting for age (range = 3–6 years), sex (Step 1), and physical activity (cpm M = 687, SD = 175.42 Step 2), examined the relationship between time in (a) non-interactive and (b) interactive electronic games and locomotor and object control skill. More than half (59%, n = 31) of the children were female. Adjusted time in interactive game use was associated with object control but not locomotor skill. Adjusted time in non-interactive game use had no association with object control or locomotor skill. Greater time spent playing interactive electronic games is associated with higher object control skill proficiency in these young children. Longitudinal and experimental research is required to determine if playing these games improves object control skills or if children with greater object control skill proficiency prefer and play these games.
Publisher: Elsevier BV
Date: 2015
DOI: 10.1016/J.JSAMS.2013.11.012
Abstract: The study aim was to assess rater agreement of the Resistance Training Skills Battery (RTSB) for adolescents. The RTSB provides an assessment of resistance training skill competency and includes six exercises. The RTSB can be used to assess performance and progress in adolescent resistance training programmes and to provide associated feedback to participants. In idual skill scores are based on the number of performance criteria successfully demonstrated and an overall resistance training skill quotient (RTSQ) is created by summing the six skill scores. The eight raters had varying experience in movement skill assessment and resistance training and completed a 2-3h training session in how to assess resistance training performance using the RTSB. The raters then completed an assessment on six skills for 12 adolescents (mean age=15.1 years, SD=1.0, six male and six female) in a randomised order. Agreement between seven of the eight raters was high (20 of the 21 pairwise correlations were greater than 0.7 and 13 of the 21 were greater than 0.8). Correlations between the eighth rater and each of the other seven raters were generally lower (0.45-0.78). Most variation in the assigned RTSB scores (67%) was between cases, a relatively small amount of the variation (10%) was between raters and the remainder (23%) was between periods within raters. The between-raters coefficient of variation was approximately 5%. The RTSB can be used reliably by those with experience in movement skill assessment and resistance training to assess the resistance skill of adolescents.
Publisher: American Academy of Pediatrics (AAP)
Date: 11-2013
Abstract: Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth. A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers. Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for ≥1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68–2.16, Z = 3.77, P & .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56–2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28–0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items. School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
Publisher: Informa UK Limited
Date: 10-12-2021
Publisher: Canadian Science Publishing
Date: 03-2017
Abstract: The directionality of the relationship between children’s physical activity and sleep is unclear. This study examined the temporal and bidirectional associations between objectively measured physical activity, energy expenditure, and sleep in primary school-aged children. A subgroup of children (n = 65, aged 8–11 years) from the Fitness, Activity and Skills Testing Study conducted in Melbourne, Australia, had their sleep and physical activity assessed using the SenseWear Pro Armband for 8 consecutive days. Outcome measures included time spent in light-intensity physical activiy (LPA), moderate- to vigorous-intensity physical activity (MVPA), activity energy expenditure (AEE), time in bed, total sleep time, and sleep efficiency. Multilevel analyses were conducted using generalized linear latent mixed models to determine whether physical activity on 1 day was associated with sleep outcomes that night, and whether sleep during 1 night was associated with physical activity the following day. No significant associations were observed between time in bed, total sleep time, and sleep efficiency with LPA, MVPA, and AEE in either direction. This study found no temporal or bidirectional associations between objectively measured physical activity, AEE, and sleep. Future research is needed to understand other sleep dimensions that may impact on or be influenced by physical activity to provide potential intervention targets to improve these outcomes.
Publisher: Centers for Disease Control and Prevention (CDC)
Date: 10-09-2015
DOI: 10.5888/PCD12.150042
Publisher: Elsevier BV
Date: 03-2017
Publisher: Elsevier BV
Date: 06-2013
Publisher: BMJ
Date: 03-2022
DOI: 10.1136/BMJOPEN-2021-057521
Abstract: Despite being an important period for the development of movement behaviours (physical activity, sedentary behaviour and sleep), few interventions commencing prior to preschool have been trialled. The primary aim of this trial is to assess the 12-month efficacy of the Let’s Grow mHealth intervention, designed to improve the composition of movement behaviours in children from 2 years of age. Let’s Grow is novel in considering composition of movement behaviours as the primary outcome, using non-linear dynamical approaches for intervention delivery, and incorporating planning for real-world implementation and scale-up from its inception. A randomised controlled trial will test the effects of the 12-month parental support mHealth intervention, Let’s Grow , compared with a control group that will receive usual care plus electronic newsletters on unrelated topics for cohort retention. Let’s Grow will be delivered via a purpose-designed mobile web application with linked SMS notifications. Intervention content includes general and movement-behaviour specific parenting advice and incorporates established behaviour change techniques. Intervention adherence will be monitored by app usage data. Data will be collected from participants using 24-hour monitoring of movement behaviours and parent report at baseline (T 0 ), mid-intervention (T 1 6 months post baseline), at intervention conclusion (T 2 12 months post baseline) and 1-year post intervention (T 3 2 years post baseline). The trial aims to recruit 1100 families from across Australia during 2021. In addition to assessment of efficacy, an economic evaluation and prospective scalability evaluation will be conducted. The study was approved by the Deakin University Human Ethics Committee (2020-077). Study findings will be disseminated through publication in peer-reviewed journals, presentation at scientific and professional conferences, and via social and traditional media. ACTRN12620001280998 U1111-1252-0599.
Publisher: Springer Science and Business Media LLC
Date: 31-08-2021
DOI: 10.1007/S40279-021-01516-8
Abstract: In 2008, a conceptual model explaining the role of motor competence (MC) in children’s physical activity (PA), weight status, perceived MC and health-related fitness was published. The purpose of the current review was to systematically compile mediation, longitudinal and experimental evidence in support of this conceptual model. This systematic review (registered with PROSPERO on 28 April 2020) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. Separate searches were undertaken for each pathway of interest (final search 8 November 2019) using CINAHL Complete, ERIC, Medline (OVID), PsycINFO, Web of Science Core Collection, Scopus and SportDiscus. Potential articles were initially identified through abstract and title checking ( N = 585) then screened further and combined into one review ( n = 152), with 43 articles identified for extraction. Studies needed to be original and peer reviewed, include typically developing children and adolescents first assessed between 2 and 18 years and objective assessment of gross MC and at least one other variable (i.e., PA, weight status, perceived MC, health-related fitness). PA included sport participation, but sport-specific s les were excluded. Longitudinal or experimental designs and cross-sectional mediated models were sought. Strength of evidence was calculated for each pathway in both directions for each domain (i.e., skill composite, object control and locomotor/coordination/stability) by iding the proportion of studies indicating a significantly positive pathway in the hypothesised direction by the total associations examined for that pathway. Classifications were no association (0–33%), indeterminate/inconsistent (34–59%), or a positive ‘+’ or negative ‘ − ’ association (≥ 60%). The latter category was classified as strong evidence (i.e., ++or −−) when four or more studies found an association. If the total number of studies in a domain of interest was three or fewer, this was considered insufficient evidence to make a determination. There was strong evidence in both directions for a negative association between MC and weight status. There was strong positive evidence for a pathway from MC to fitness and indeterminate evidence for the reverse. There was indeterminate evidence for a pathway from MC to PA and no evidence for the reverse pathway. There was insufficient evidence for the MC to perceived MC pathway. There was strong positive evidence for the fitness-mediated MC/PA pathway in both directions. There was indeterminate evidence for the perceived MC-mediated pathway from PA to MC and no evidence for the reverse. Bidirectional longitudinal associations of MC with weight status are consistent with the model authored by Stodden et al. (Quest 2008 (2):290–306, 2008). However, to test the whole model, the field needs robust longitudinal studies across childhood and adolescence that include all variables in the model, have multiple time points and account for potential confounding factors. Furthermore, experimental studies that examine change in MC relative to change in the other constructs are needed. PROSPERO ID# CRD42020155799.
Publisher: Elsevier BV
Date: 05-2022
Publisher: Mary Ann Liebert Inc
Date: 12-2014
Abstract: This article describes the design, development, and implementation feasibility of a purpose-built mobile active videogame (M-AVG) named "Pirate Adventure," which was designed for primary school-aged children to engage in physical activity (PA) and fundamental movement skills (FMS), such as hopping, sidestepping, jumping, or running, in an afterschool setting. The design of "Pirate Adventure" was the result of a collaboration between games designers and health researchers. "Pirate Adventure" was designed and developed using Android(®) (Google, Mountain View, CA) phone sensors to respond to player actions within a playground environment. Using an interactive game framework, players solve clues and complete PA and FMS challenges via sensing the physical world through marked-out key game locations. Fourteen primary school-aged children participated in the feasibility evaluation, which took place in four afternoon sessions. The game was evaluated using Android phone telemetry data and a post-gameplay survey for children on their opinions and enjoyment of the game. The "Pirate Adventure" game design facilitated an enjoyable treasure hunt game (average of 11 minutes of activity per game) with narrative elements supporting children's engagement with movement activities. The majority of children (n=9/13) reported that they would like to play the game again. Combining real world and virtual world content through "Pirate Adventure" was moderately successful, with multiple gameplay sessions occurring. Further implementation feasibility testing, under more controlled conditions, needs to be conducted to assert the benefits of using a M-AVG for children's PA and FMS.
Publisher: Elsevier BV
Date: 07-2013
DOI: 10.1016/J.JSAMS.2012.08.011
Abstract: To identify factors associated with children's motor skills. Cross-sectional. Australian preschool-aged children were recruited in 2009 as part of a larger study. Parent proxy-report of child factors (age, sex, parent perception of child skill, participation in unstructured and structured activity), self-report of parent factors (confidence in their own skills to support child's activity, parent-child physical activity interaction, parent physical activity) and perceived environmental factors (play space visits, equipment at home) were collected. Moderate to vigorous physical activity (MVPA) (ActiGraph GT1M accelerometer) and motor skills (Test of Gross Motor Development-2) were also assessed. After age adjustment, variables were checked for association with raw object control and locomotor scores. Variables with associations of p<0.20 were entered into two multiple regression models with locomotor/object control as respective outcome variables. Motor skills were assessed for 76 children (42 female), mean [SD] age=4.1 [0.68] 71 completed parent proxy-report and 53 had valid MVPA data. Child age, swimming lessons, and home equipment were positively associated explaining 20% of locomotor skill variance, but only age was significant (β=0.36, p=0.002). Child age and sex, unstructured activity participation, MVPA%, parent confidence, home equipment (all positively associated), and dance participation (inversely associated) explained 32% object control variance. But only age (β=0.67, p<0.0001), MVPA% (β=0.37, p=0.038) and no dance (β=-0.34, p=0.028) were significant. Motor skill correlates differ according to skill category and are context specific with child level correlates appearing more important.
Publisher: MDPI AG
Date: 31-08-2018
Abstract: Playgrounds provide opportunities for children to engage in physical activity and develop their fundamental motor skills. The aim of this descriptive pilot study was to examine whether playground design facilitated different levels of physical activity and fundamental motor skills. Children aged 5 to 10 (n = 57) were recruited from three independent playgrounds located in Melbourne (Australia). Whilst playing, children wore accelerometers which measured time spent in physical activity and direct observations recorded fundamental motor skills and play equipment use. A general linear model with playground type as the predictor and adjusting for monitor wear-time identified whether mean time in physical activity was different for the three playgrounds. Frequencies and a one-way ANOVA assessed whether the observed mean number of fundamental motor skills varied between playgrounds. On average, 38.1% of time (12.0 min) was spent in moderate- vigorous-intensity physical activity. Children in the traditional playground (n = 16) engaged in more moderate-intensity physical activity (9.4 min) than children in the adventure playground (n = 21), (5.6 min) (p = 0.027). There were no significant associations with vigorous-intensity physical activity or fundamental motor skills between playgrounds. Children performed few fundamental motor skills but used a wider variety of equipment in the contemporary and adventure playgrounds. Playgrounds need to maximise opportunities for children to engage in physical activity and develop fundamental motor skills.
Publisher: MDPI AG
Date: 04-07-2021
Abstract: The major purpose of this study was to examine the potential mediating role of perceived motor skill competence on relationships between actual ball skills and children’s physical activity (PA) and PA enjoyment. A total of 294 students (Mage = 10.96 ± 0.76 51.7% boys) from three elementary schools completed validated questionnaires assessing their perceived competence, self-reported PA, and PA enjoyment. Students’ actual ball skills (i.e., basketball, overhand throwing, striking) were measured by PE MetricsTM. Correlation analyses showed positive relationships among the study variables (rs ranging from 0.12 to 0.56). The structural equation modeling (SEM) analyses demonstrated that the mediation model produces a goodness-of-fit to the data: χ2/df = 52.03/32 CFI = 0.96 NFI = 0.90 IFI = 0.96, RMSEA = 0.05, SRMR = 0.04. Path coefficients suggested that actual ball skill competence was strongly associated with perceived competence (β = 0.36, p 0.01), which in turn significantly predicted PA (β = 0.29, p 0.01) and PA enjoyment (β = 0.35, p 0.01). The findings highlight that ball skills significantly impact students’ perceived competence, positively and indirectly affecting their PA and PA enjoyment. This study provides empirical evidence that recommends intervention strategies aimed at fostering elementary school students’ PA and PA enjoyment.
Publisher: Wiley
Date: 28-06-2023
DOI: 10.1111/SMS.14438
Abstract: The study aims were to (1) identify perceived motor competence (PMC) and actual motor competence (AMC) profiles in children at two time points (early and middle childhood) 3 years apart, (2) explore transitions between the profiles from T1 to T2, and (3) investigate how PMC‐AMC profiles at T1 differ in their mean values for AMC and PMC variables at T2. PMC was assessed by the pictorial scale of Perceived Movement Skill Competence for young children (PMSC). At T1, AMC was measured with Test of Gross Motor Development–third version (TGMD‐3), and at T2, a shortened TGMD‐3 was used. To identify the PMC‐AMC profiles using latent profile analysis, the Mplus statistical package (version 8.7) was used. For aim 3, the Bolck‐Croon‐Hagenaars (BCH) method was used. There were 480 children (mean age 6.26 years, 51.9% boys) at T1, 647 children (mean age 8.76 years, 48.8% boys) at T2 (some children were too young to have the PMC assessment at T1), and 292 at both time points. For aim 1, three profiles were identified at each time point for each gender. Boys had two realistic profiles with medium and low levels of PMC‐AMC, and an overestimation profile. Girls had a medium realistic profile, an overestimation, and an underestimation profile. The PMC‐AMC profile in early childhood predicted the PMC‐AMC profile (aim 2) and AMC and PMC variables (aim 3) in middle childhood, especially if a child had low PMC in early childhood. Children with low PMC in early childhood are at risk of low PMC and less AMC development in middle childhood.
Publisher: Human Kinetics
Date: 2023
Abstract: Purpose : To refine a motor competence assessment app prototype, enabling its redesign. Method : Workshops were conducted to inform the prototype development. App’s usability was evaluated on its ability to communicate relevant information to the teachers ( n = 9). A “think out loud” protocol was applied by the users. Results : Both workshops refined the app, namely: interface , background , acceptability/feasibility , results , teachers themselves , and effectiveness . Competitor analysis revealed recommendations for the wireframe , visuals, and proposed skills to be assessed . The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions : This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype’s redesign to meet the users’ needs.
Publisher: Wiley
Date: 18-07-2013
DOI: 10.1071/HE12920
Publisher: Elsevier BV
Date: 2015
Publisher: Frontiers Media SA
Date: 15-06-2022
Publisher: SAGE Publications
Date: 12-2013
DOI: 10.2466/03.25.PMS.117X28Z4
Abstract: This article presents a direct observational tool for assessing children's body movements and movement skills during active video games. The Observation Tool of Active Gaming and Movement (OTGAM) was informed by the Test of Gross Motor Development-2. 18 elementary school children (12 boys, 6 girls M age = 6.1 yr., SD = 0.9) were observed during Nintendo Wii® game play. Using the OTAGM, researchers were able to capture and quantify the children's body movements and movement skills during active play of video games. Furthermore, the OTAGM captured specific components of object control skills: strike, throw, and roll. Game designers, health promotion practitioners, and researchers could use this information to enhance children's physical activity and movement skills.
Publisher: Wiley
Date: 03-2003
Publisher: Wiley
Date: 15-03-2021
DOI: 10.1111/JIR.12826
Abstract: Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficiently active. This study aimed to investigate the effects of a 5‐week active breaks intervention on cognitive functions and on‐task behaviour in schoolchildren with ID. Twenty‐four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer‐based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on‐task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid‐trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns generalised linear mixed models were used to analyse on‐task behaviour data. A significant time × group interaction was found for working memory favouring the intervention ( B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on‐task behaviour. Stepping time and bouts of sitting were positively affected. Classroom‐based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
Publisher: Elsevier BV
Date: 03-2015
DOI: 10.1016/J.JSAMS.2014.03.001
Abstract: The relationship between actual and perceived object control competence (ball skills) and the contribution to young children's physical activity is not known. Cross sectional study. The Test Gross Motor Development-2 assessed actual object control competence and a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children assessed perceived object control competence. Moderate- to vigorous-intensity physical activity was measured via accelerometry. Three mixed regression models were performed: (i) object control competence as the predictor and the outcome as perceived object control, (ii) perceived object control competence as the predictor and the outcome moderate to vigorous physical activity and (iii) actual object control as the predictor and the outcome moderate to vigorous physical activity. Models adjusted for school clustering, monitor wear time, sex and age. Interactions between respective predictor variables and sex were performed if warranted. A total of 102 children (56% boys, 44% girls) aged 4-8 years (M 6.3, SD 0.92) completed assessments. Girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence (B=0.11, t(96)=2.25, p<0.001, p=0.027) and this relationship did not differ by sex (p=0.449) however, neither actual (p=0.092) nor perceived object control competence (p=0.827) were associated with moderate to vigorous physical activity. Young children's perceived ball skill abilities appear to relate to actual competence however, these measures were not associated with physical activity. In older children, object control skill is associated with physical activity so targeting young children's object control skills is an intervention priority.
Publisher: Informa UK Limited
Date: 16-02-2019
DOI: 10.1080/02640414.2019.1575326
Abstract: Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3-6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = -0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools.
Publisher: Elsevier BV
Date: 09-2017
DOI: 10.1016/J.JSAMS.2017.03.003
Abstract: Possessing positive physical perceived competence is important for physical activity in older children. Young children are primarily physically active through play-based behaviour rather than through organised sports and activities, so understanding how play perceptions might influence physical activity behaviour is important. The study purpose was to assess if perceived active play competence is associated with young children's physical activity. Cross sectional study. This paper uses two different s les drawn from the same Australian city, both collected in 2013. The first s le included 152 children (49% boys) aged 4-5 years (M=4.7, SD=0.47), the second s le included 78 children (55% boys) aged 5-8 years (M=6.6, SD=0.93). The Pictorial Scale of Perceived Movement Skill Competence was used to assess children's perceived competence in six skill-related play activities. Moderate- to vigorous-intensity physical activity (MVPA) was assessed for 8 consecutive days via accelerometers. A general linear model with the mean minutes in MVPA per day as the outcome, perceived play competence as the independent variable and adjusting for relevant confounders was performed in each s le. Perceived active play competence was not related to MVPA min/day (B=0.44, p=0.323) in the younger s le, but was in the older s le (B=1.53, p=0.026), explaining 24% of adjusted variance. Positive findings in the older s le show school-aged children need exposure to play based activities in order to develop the positive self-perception needed to engage in MVPA every day.
Publisher: Elsevier BV
Date: 2015
DOI: 10.1016/J.JSAMS.2013.12.004
Abstract: To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. S le 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. S le 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. S le 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). S le 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in S le 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both s les for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children.
Publisher: Wiley
Date: 24-09-2022
DOI: 10.1002/HPJA.536
Abstract: Increasing physical activity of adolescent girls is a key priority for health promotion, as their physical activity levels are generally lower than boys. This study aims to understand the experiences of adolescent girls who play Australian Football League Women's (AFLW) football and to explore girls’ pathways to playing football. Understanding how AFLW and gender norms/stereotypes influence girls’ experiences and self‐perceptions was a key focus. A qualitative description design and purposive s ling were used. Six adolescent girls aged 11‐17 that play football in urban Victoria, Australia participated. Short interview survey questions covering demographic and football pathway information were administered prior to online one‐on‐one interviews. Interviews lasted 30‐45 minutes. Questions were framed broadly, open‐ended and non‐directive (some using image prompts). Data were analysed using thematic analysis. The results cover four themes: (a) Self‐perception —participants presented with positive self‐perceptions, (b) Social support —a supportive team and exposure to women playing football, and family support/involvement, were encouraging factors in pathways to playing football, (c) AFLW role models —were positive influences on participants’ experience and self‐perceptions and (d) Influence of gender norms/stereotypes— participant self‐perceptions displayed conforming and non‐conforming features of gender norms/stereotypes. Participants reported exposure to sexist commentary about girls in sport through social media and peers but instead of being discouraged, most used it as motivation or empowerment, while others were dismissive. Findings suggest increased media coverage of AFLW players may be beneficial. Education programs/initiatives which i) involve AFLW role models and ii) encourage family friendly club environments and team bonding spaces are recommended. Findings indicate that adolescent girls can thrive in their football experience, which could increase feelings of empowerment and foster positive self‐perceptions, contributing to overall health. Further research in this area is recommended to expand on and strengthen our study findings.
Publisher: Wiley
Date: 21-06-2018
Abstract: Parent proxy reports are well used in occupational therapy, yet historically parent report instruments of motor skill have not required parents to report on the same motor skills that their children are assessed on. The aim was to examine how well a parent report of children's fundamental movement skill (FMS) was associated with children's actual FMS. A s le of 100 children aged 7-9 years from Melbourne, Australia, were recruited. Parents/guardians completed proxy report (parent version of the 'Pictorial Scale of Perceived Movement Skill Competence' (PMSC)) and children's actual motor skills were assessed ('Test of Gross Motor Development' 3rd edition (TGMD-3)). Data were first analysed using Pearson's correlation coefficients and then hierarchical linear stepwise regression was conducted with actual skill as the outcome variable in each model. The PMSC-Parent (r = 0.36, P < 0.001) was moderately associated with children's actual skill. After age and sex adjustment, the PMSC-Parent explained 11.4% of variance in total skills. Parent report of their children's object control scores (PMSC object control scale) was significantly associated with children's actual object control (B = 0.36, P < 0.001) and explained 11.3% of the variance. Parent report of children's locomotion scores (PMSC locomotion scale) was associated with children's actual locomotor skills (B = 0.27, P = 0.007) and explained 6.2% of the variance. Parents are able to report to some degree on their children's FMS competency, in particular, their object control competence. Parent proxy report of FMS may help inform occupational therapists to identify children with low FMS competency to develop interventions targeting FMS.
Publisher: Springer Science and Business Media LLC
Date: 13-06-2016
DOI: 10.1007/S40279-016-0561-6
Abstract: Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day provide comprehensive subject and pedagogy content are framed by a theory or model provide follow-up or ongoing support and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness. It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.
Publisher: Wiley
Date: 19-06-2018
Abstract: The aim of this study was to determine the face validity and the reliability of a pictorial scale to assess preschool children's perceived movement skills. The pictorial scale examines the perceptions of the 12 fundamental movement skills presented in the Test of Gross Motor Development-2 (six locomotor and six object control skills) and six active play skills (e.g. cycling). A total of 91 Australian children aged four to five years from 14 preschools completed the scale on two occasions to determine test-retest reliability. Internal consistency was determined for all 18 items and for each subscale. After the second test, participants were asked open-ended questions to gain insight into their understanding of what was happening in the pictures to determine the face validity. Overall, children demonstrated a better understanding of object control and play skills compared to locomotor skills. Test-retest reliability values were good for object control (intra-class correlation, ICC = 0.75), locomotor (ICC = 0.78), active play skills (ICC = 0.80) and all 18 skills combined (ICC = 0.77). Internal consistency was acceptable for locomotor (Test 1 0.64, Test 2 0.75), object control (0.71, 0.76), active play skills (0.76, 0.74) and for all 18 skills combined (0.88, 0.90). Overall, this instrument demonstrated an acceptable reliability in preschool children and has provided preliminary information for examining the perceptions of movement skills. This age group presents a key target area for occupational therapists, who can assist preschool children to further develop fundamental movement skills, integrate these skills in their roles and occupations and increase engagement in meaningful physical activity in the long term.
Publisher: No publisher found
Date: 2023
Publisher: Informa UK Limited
Date: 29-06-2015
DOI: 10.1080/02640414.2015.1061202
Abstract: Different countries have different methods for assessing movement competence in children however, it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to (1) investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children's movement competence and (2) examine the factorial structure of the TGMD-2 and KTK in a s le of Australian children. A total of 158 children participated (M age = 9.5 SD = 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model, locomotor (r = .86), object control (r = .71) and body coordination (r = .52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.
Publisher: Elsevier BV
Date: 02-2017
DOI: 10.1016/J.JSAMS.2016.06.013
Abstract: Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination. Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills.
Publisher: Hindawi Limited
Date: 2013
DOI: 10.1155/2013/919287
Abstract: Introduction . Interest has grown in how systems thinking could be used in obesity prevention. Relationships between key actors, represented by social networks, are an important focus for considering intervention in systems. Method . Two long day care centers were selected in which previous obesity prevention programs had been implemented. Measures showed ways in which physical activity and dietary policy are conversations and actions transacted through social networks (interrelationships) within centers, via an eight item closed-ended social network questionnaire. Questionnaire data were collected from (17/20 response rate 85%) long day care center staff. Social network density and centrality statistics were calculated, using UCINET social network software, to examine the role of networks in obesity prevention. Results . “Degree” (influence) and “betweeness” (gatekeeper) centrality measures of staff inter-relationships about physical activity, dietary, and policy information identified key players in each center. Network density was similar and high on some relationship networks in both centers but markedly different in others, suggesting that the network tool identified unique center social dynamics. These differences could potentially be the focus of future team capacity building. Conclusion . Social network analysis is a feasible and useful method to identify existing obesity prevention networks and key personnel in long day care centers.
Publisher: Informa UK Limited
Date: 08-2018
DOI: 10.1080/02640414.2018.1504397
Abstract: Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls' motor skill: A cluster randomized controlled trial.
Publisher: Elsevier BV
Date: 03-2009
Publisher: SAGE Publications
Date: 22-06-2021
Publisher: Elsevier BV
Date: 11-2001
Publisher: Informa UK Limited
Date: 12-05-2016
DOI: 10.1080/02640414.2016.1183803
Abstract: Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4-5, 7-8 and 10-11 years old. Participants' skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37-70) and (2) process and product assessments across skills and age groups (r range = .26-.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.
Publisher: CSIRO Publishing
Date: 04-2016
DOI: 10.1071/HEV27N1_ED
Publisher: Informa UK Limited
Date: 02-11-2022
Publisher: Oxford University Press (OUP)
Date: 09-2004
Publisher: Springer Science and Business Media LLC
Date: 08-10-2021
DOI: 10.1186/S12966-021-01162-3
Abstract: Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform erse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that s led a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Database searches generated 61,412 citations reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity ( n = 32 78% of studies), structural validity ( n = 26 63% of studies), and internal consistency ( n = 25 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936 .
Publisher: Elsevier BV
Date: 2018
Publisher: Human Kinetics
Date: 03-2015
Abstract: Fundamental movement skills are a correlate of physical activity and weight status. Children who participated in a preschool intervention had greater movement skill proficiency and improved anthropometric measures (waist circumference and BMI z scores) post intervention. Three years later, intervention girls had retained their object control skill advantage. The study purpose was to assess whether at 3-year follow up a) intervention children were more physically active than controls and b) the intervention effect on anthropometrics was still present. Children were assessed at ages 4, 5, and 8 years for anthropometric measures and locomotor and object control proficiency (Test of Gross Motor Development-2). At age 8, children were also assessed for moderate to vigorous physical activity (MVPA) (using accelerometry). Several general linear models were run, the first with MVPA as the outcome, intervention/control, anthropometrics, object control and locomotor scores as predictors, and age and sex as covariates. The second and third models were similar, except baseline to follow-up anthropometric differences were the outcome. Overall follow-up rate was 29% (163/560), with 111 children having complete data. There were no intervention control differences in either MVPA or anthropometrics. Increased skill competence did not translate to increased physical activity.
Publisher: Informa UK Limited
Date: 06-06-2022
Publisher: Informa UK Limited
Date: 07-08-2018
DOI: 10.1080/02640414.2018.1504603
Abstract: Fundamental movement skill (FMS) assessment in preschools allows for early intervention however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of "fundamental movement skills" and "pre-school children". Inclusion criteria were: (i) FMS assessment (ii) feasibility data (iii) assessment of children aged three to six years (iv) assessment of typically developing children and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as 'poor = 1', 'average = 2' and 'good = 3' potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12-14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.
Publisher: Human Kinetics
Date: 08-2015
Abstract: The purpose was to determine the reliability of an instrument designed to assess young children’s perceived movement skill competence in 2 erse s les. A pictorial instrument assessed 12 perceived Fundamental Movement Skills (FMS) based on the Test of Gross Motor Development 2nd edition. Intra-Class Correlations (ICC) and internal consistency analyses were conducted. Paired s le t tests assessed change in mean perceived skill scores. Bivariate correlations between the intertrial difference and the mean of the trials explored proportional bias. S le 1 (S1) were culturally erse Australian children (n = 111 52% boys) aged 5 to 8 years (mean = 6.4, SD = 1.0) with educated parents. S le 2 (S2) were racially erse and socioeconomically disadvantaged American children (n = 110 57% boys) aged 5 to 10 years (mean = 6.8, SD = 1.1). For all children, the internal consistency for 12 FMS was acceptable (S1 = 0.72, 0.75, S2 = 0.66, 0.67). ICCs were higher in S1 (0.73) than S2 (0.50). Mean changes between trials were small. There was little evidence of proportional bias. Lower values in S2 may be due to differences in study demographic and execution. While the instrument demonstrated reliability/internal consistency, further work is recommended in erse s les.
Publisher: Informa UK Limited
Date: 07-02-2017
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2017
Publisher: Elsevier BV
Date: 03-2019
Publisher: Springer Science and Business Media LLC
Date: 09-2022
DOI: 10.1186/S12966-022-01344-7
Abstract: Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. PROSPERO registration: CRD42021238719.
Publisher: Public Library of Science (PLoS)
Date: 28-02-2017
Publisher: Informa UK Limited
Date: 26-02-2015
DOI: 10.1080/02640414.2015.1017734
Abstract: Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children's Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original s le, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01-4.55). Overall FMSs (AB = 1.19, CI = 0.002-2.79) and locomotor skills (AB = 0.74, CI = 0.01-1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.
Publisher: Informa UK Limited
Date: 13-10-2019
Publisher: Center for Open Science
Date: 05-09-2018
Publisher: Human Kinetics
Date: 10-2018
Abstract: Assessing young children’s perceptions is commonly done one on one with an interviewer. An app enables several children to complete the scale at once. The objective was to describe an app to assess children’s perceptions of movement competence and then present consistency of child responses. The Pictorial Scale of Perceived Movement Skill Competence (PMSC) has fundamental movement skill (FMS e.g., catch) and play items (e.g., cycling). The PMSC android app has the same items and images but children complete it independently with audio. Intraclass correlation coefficients (ICC) assessed i) test-retest reliability using the PMSC app on 18 items in 42 children ( M = 6.8 yrs) and ii) consistency between measures for 13 FMS items in 44 children ( M = 8.5 yrs). Over time ( M = 6.9 days, SD = 0.35) the full PMSC had good consistency (ICC = 0.79, 95% CI 0.64–0.88) and the FMS items had moderate consistency (ICC = 0.68, 95% CI 0.47–0.81). There was good agreement between the app and interview for FMS items (ICC = 0.86, 95% CI 0.76–0.92). Locomotor items were less consistent. The PMSC app can generally be recommended. Future research could investigate how different forms of digital assessment affect children’s perception.
Publisher: Informa UK Limited
Date: 09-01-2023
Publisher: Elsevier BV
Date: 06-2016
DOI: 10.1016/J.JSAMS.2015.07.002
Abstract: To determine the associations between young children's actual and perceived object control and locomotor skills and physical activity and whether associations differ by sex. Cross sectional study. A total of 136 children consented. Children had actual skill (Test of Gross Motor Development-2), perceived skill (Pictorial Scale of Perceived Movement Skill Competence for Young Children), and moderate- to vigorous-intensity physical activity (MVPA) (accelerometers) assessed. Independent t-tests assessed sex differences. A regression (with MVPA as the outcome) was performed with all predictor variables (i.e. Actual Object Control, Actual Locomotor, Perceived Object Control, and Perceived Locomotor). Model 2 also adjusted for age, sex, accelerometer wear time and whether the child was from an English speaking background. Interaction terms between the respective actual or perceived skill factor and sex were added to assess sex differences. Analyses were conducted on 109 children (59 boys, 50 girls mean age=6.5 years, SD=1.0). Boys had higher actual and perceived object control skill and were more active by an average of 19min per day. There were no sex differences in locomotor skills. There were no associations between skill factors and MVPA, except for girls, where locomotor skill was a significant predictor of MVPA (B=3.66, p=0.016). Actual rather than perceived skill competence was more important to MVPA in this s le. Locomotor skill competence may be more important than object control skill competence for girls as they may engage in types of physical activity that do not require object control mastery.
Publisher: Informa UK Limited
Date: 23-06-2020
Publisher: Informa UK Limited
Date: 06-04-2020
Publisher: Informa UK Limited
Date: 16-06-2023
Publisher: Elsevier BV
Date: 12-2016
DOI: 10.1016/J.JSAMS.2016.02.009
Abstract: To identify the number of hours and days or nights of monitoring required to reliably estimate energy expenditure (EE), steps, waking sedentary time, light- (LPA), moderate- (MPA), vigorous- (VPA), moderate- to vigorous-intensity physical activity (MVPA), time in bed and total sleep time using the SenseWear Armband. Cross-sectional study. One hundred and two children (50% boys) aged 8-11 years from six schools wore a SenseWear Armband (BodyMedia Inc, USA) for eight consecutive days (seven consecutive nights). Hourly increments of valid day wear time criteria were examined (days/week 8h/day-14h/day). Intra-class correlation coefficients estimated the reliability for any in idual day for each wear time criteria. The Spearman-Brown prophecy formula was used to determine the number of days/nights of monitoring needed to achieve reliability estimates of 0.7, 0.8 and 0.9. Fewer monitoring days were needed as the valid day criteria became more stringent. For ex le, at least 12h of wear time on at least 2 days was required to achieve a reliability of 0.7 for EE. In contrast, at least 8h/day on 5 days resulted in reliable estimates (0.7) for MPA, VPA and MVPA. Between 6 and 7 nights of monitoring were required to reliably estimate children's time in bed and total sleep time, respectively. A 7-day monitoring protocol in primary school-aged children would provide acceptable reliability for the assessment of EE, waking sedentary time, LPA, MPA, VPA, MVPA, time in bed and total sleep time, as assessed by the SenseWear Armband.
Publisher: Springer Science and Business Media LLC
Date: 25-08-2018
Publisher: Springer Science and Business Media LLC
Date: 2008
Publisher: Wiley
Date: 16-06-2011
Publisher: BMJ
Date: 18-07-2012
DOI: 10.1136/BJSPORTS-2011-090904
Abstract: To see whether concerns about injury risk relate to children's physical activity (PA). Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (β=-0.17, 95% CI -0.30 to -0.03 and β=-0.26, 95% CI -0.41 to -0.10) and also vigorous PA (VPA). Fear was also associated with moderate PA (MPA). For the older cohort at T1, injury fear was negatively associated with MVPA (β=-0.21, 95% CI -0.35 to -0.07) and also MPA and VPA. Parental perception of risk at T1 (6 years) was negatively associated with children's MPA at T2 (9 years) (β=-0.17, 95% CI -0.32 to -0.02). Sex did not moderate any association. Younger children and their parents need to know which sports have low injury risks. Some children may need increased confidence to participate.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2011
Publisher: Informa UK Limited
Date: 30-10-2020
Publisher: Human Kinetics
Date: 07-2015
Abstract: The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.
Publisher: Wiley
Date: 29-09-2014
DOI: 10.1111/OBR.12224
Abstract: Previous school obesity-prevention reviews have included multi-component interventions. Here, we aimed to review the evidence for the effect of isolated food environment interventions on both eating behaviours (including food purchasing) and/or body weight. Five electronic databases were searched (last updated 30 November 2013). Of the 1,002 unique papers identified, 55 reported on school food environment changes, based on a review of titles and abstracts. Thirty-seven further papers were excluded, for not meeting the inclusion criteria. The final selection consisted of 18 papers (14 United States, 4 United Kingdom). Two studies had a body mass index (BMI) outcome, 14 assessed purchasing or eating behaviours and two studies assessed both weight and behaviour. Seventeen of 18 papers reported a positive outcome on either BMI (or change in BMI) or the healthfulness of food sold or consumed. Two studies were rated as strong quality and 11 as weak. Only three studies included a control group. A school environment supportive of healthy eating is essential to combat heavy marketing of unhealthy food. Modification of the school food environment (including high-level policy changes at state or national level) can have a positive impact on eating behaviours. A need exists, however, for further high-quality studies.
Publisher: CSIRO Publishing
Date: 2008
DOI: 10.1071/HE08022
Abstract: This paper describes a multimedia c aign implemented in rural New South Wales on a budget smaller than that typical of many published c aigns. The 'To Be Young at Heart - Stay Active Stay Independent' (SASI) c aign was one arm of a multi-strategic program to reduce falls among seniors by promoting physical activity. This 18-month c aign used social marketing techniques. Central to this c aign was strong formative research, significant use of corporate, community and media partnerships and a detailed, strategic distribution plan. C aign reach was evaluated by a community intercept survey. A variety of high-quality information, education and communication (IEC) resources were developed. Overall, the c aign cost was calculated at USD 191,000. The actual cost of USD 42,000 (excluding staff time) was used to generate almost double this amount in sponsorship (USD 82,000). In the mid-c aign reach survey, 36% recognised the c aign and attributed this to television (58%), newspaper (33%), poster (13%) and bus-back advertising (8%). Of these respondents, 21% reported seeking information about physical activity, 33% reported increased intention to be more active, and 22% reported becoming more active as a result of the c aign. It is possible to develop and deliver a well-designed, multi-media c aign on a limited budget by using sound formative research and engaging community and corporate partners to generate sponsorship. An effective distribution strategy is crucial and may require additional partnerships at State or national level.
Publisher: Informa UK Limited
Date: 03-08-2021
Publisher: Mary Ann Liebert Inc
Date: 04-2021
Publisher: Springer Science and Business Media LLC
Date: 08-05-2015
Publisher: MDPI AG
Date: 18-01-2021
Abstract: A positive perception of motor skills is important for physical activity participation. The aim was to investigate which modifiable factors predict children’s perceived motor skills. Mothers completed questionnaires when their child was 3.5 and 5 years old. At 5 years old, the children’s perceived motor competence (PMC) was assessed. Separate linear regression models (up to 300 children) examined which factors at each time point predicted children’s PMC, adjusted for relevant confounders. Multivariate models were then run with factors associated (p 0.10) with perception. At 3.5 years, the time spent with same age and older children (both higher tertiles) and parental physical activity facilitation (sum of facilitation in last month, e.g., taking child to park) were initially associated with higher perception. Dance/gymnastics participation were associated with lower perceptions. Other child behaviours, maternal beliefs, play equipment, and swimming lessons were non-significant. In the final prospective model (n = 226), parental physical activity facilitation when child was 3.5 years old was the only factor to predict PMC. No factors were significant for the cross-sectional analyses at 5 years. Perceptions are formed based on past experiences which may explain why factors at 3.5 years rather than current experiences (when children were 5 years old) were associated with childhood perceptions.
Publisher: Springer Science and Business Media LLC
Date: 25-06-2022
DOI: 10.1186/S12966-022-01305-0
Abstract: Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. In idual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools.
Publisher: Human Kinetics
Date: 12-2016
Abstract: The purpose is to explore relationships among moderate to vigorous physical activity (MVPA), sedentary behavior (SB), and actual gross motor competence (MC) and perceived motor competence (PMC) in young children. Data were collected in 101 children ( M age = 4.9 ± 0.93 years). MVPA was measured with accelerometry. Gross MC was assessed with the Portuguese version of the Movement Assessment Battery for Children. PMC was evaluated with the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Regressions were used to determine predictive relationships related to the following research questions: (a) Can gross MC predict perceived motor competence, (b) can actual and perceived gross MC predict MVPA, and (c) can actual and perceived gross MC predict SB? Results showed no association between gross MC and PMC and between these constructs and MVPA and SB. This lack of association in the early ages is probably due to the young children’s cognitive inability to make accurate self-judgments and evaluations. A child might have low levels of actual gross MC but perceive her- or himself as skillful.
Publisher: Informa UK Limited
Date: 07-2020
Publisher: Springer Science and Business Media LLC
Date: 02-08-2021
DOI: 10.1007/S40279-021-01519-5
Abstract: 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. 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. 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 s le 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. 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, s le size and sex as potential moderators. 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.
Publisher: Elsevier BV
Date: 07-2020
Publisher: Informa UK Limited
Date: 23-08-2017
DOI: 10.1080/02640414.2017.1370822
Abstract: The aim of this study is to examine the prevalence and correlates of adolescents' resistance training (RT) skill competence. Participants were 548 adolescents (14.1 ± 0.5 years) from 16 schools in New South Wales, Australia. RT skills were assessed using the Resistance Training Skills Battery. Demographics, BMI, muscular fitness, perceived strength, RT self-efficacy, and motivation for RT were also assessed. The proportion demonstrating "competence" and "near competence" in each of the six RT skills were calculated and sex differences explored. Associations between the combined RT skill score and potential correlates were examined using multi-level linear mixed models. Overall, the prevalence of competence was low (range = 3.3% to 27.9%). Females outperformed males on the squat, lunge and overhead press, whereas males performed better on the push-up (p < .05). Significant associations were seen for a number of correlates, which largely differed by sex. Muscular fitness was moderately and positively associated with RT skills among both males (β = 0.34, 95%CIs = 0.23 to 0.46) and females (β = 0.36, 95%CIs = 0.23 to 0.48). Our findings support a link between RT skills and muscular fitness. Other associations were statistically significant but small in magnitude, and should therefore be interpreted cautiously.
Publisher: Elsevier BV
Date: 10-2003
DOI: 10.1111/J.1467-842X.2003.TB00818.X
Abstract: General practitioner recall of the 1992-96 'Stay on Your Feet' (SOYF) program and its influence on practice were surveyed five years post-intervention to gauge sustainability of the SOYF General Practice (GP) component. A survey assessed which SOYF components were still in existence, current practice related to falls prevention, and interest in professional development. All general practitioners (GPs) situated within the boundaries of a rural Area Health Service were mailed a survey in late 2001. Response rate was 66.5% (139/209). Of 117 GPs in practice at the time of SOYF, 80.2% reported having heard of SOYF and 74.4% of those felt it had influenced practice. Half (50.9%) still had a copy of the SOYF GP resource and of those, 58.6% used it at least 'occasionally'. Three-quarters of GPs surveyed (75.2%) checked medications 'most/almost all' of the time with patients over 60 years 46.7% assessed falls risk factors 41.3% gave advice and 22.6% referred to allied health practitioners. GPs indicated a strong interest in falls prevention-related professional development. There was no significant association between use of the SOYF resource package and any of the current falls prevention practices (all chi2 > 0.05). There was high recall of SOYF and a general belief that it influenced practice. There was little indication that use of the resource had any lasting influence on GPs' practices. In future, careful thought needs to go into designing a program that has potential to affect long-term change in GPs' falls prevention practice.
Publisher: Oxford University Press (OUP)
Date: 16-06-2015
Abstract: The alarming epidemic of obesity and physical inactivity at paediatric age urges societies to rise to the challenge of ensuring an active lifestyle. As one response to this, business enterprises are increasingly engaged in promoting sport and physical activity (PA) initiatives within the frame of corporate social responsibility (CSR). However, comparative analyses among industry sectors of CSR strategies for PA promotion with a particular focus on children are still lacking. This study aimed to explore (i) what are the CSR strategies for PA promotion adopted in different industry sectors and (ii) whether corporate engagement in promoting PA for children is supportive of children's rights to play and be physically active. Corporate pledges pertaining to CSR initiatives to promote PA were analysed. The hypothesis was that companies from different sectors employ different CSR strategies and that companies with a higher profile as regard to public health concerns for children tend to legitimate their action by adopting a compensatory strategy. Results show that the issue of PA promotion is largely represented within CSR commitments. CSR strategies for PA promotion vary across industry sectors and the adoption of a compensatory strategy for rising childhood obesity allows only a limited exploitation of the potential of CSR commitments for the provision of children's rights to play and be physically active. Actors within the fields of public health ethics, human rights and CSR should be considered complementary to develop mainstreaming strategies and improve monitoring systems of PA promotion in children.
Publisher: Informa UK Limited
Date: 12-10-2021
Publisher: Springer Science and Business Media LLC
Date: 19-02-2016
Publisher: Elsevier BV
Date: 07-2023
Publisher: Frontiers Media SA
Date: 13-07-2015
Publisher: Springer Science and Business Media LLC
Date: 18-02-2023
DOI: 10.1186/S12966-023-01423-3
Abstract: The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.
Publisher: Elsevier BV
Date: 2016
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2016
Publisher: Elsevier BV
Date: 03-2019
DOI: 10.1016/J.JSAMS.2018.08.007
Abstract: To offer a user's guide to select appropriate measures of motor competence for children and adolescents. Expert consensus among a working group of the International Motor Development Research Consortium (I-MDRC). The guide provides information on objective (motion devices and direct observation) and subjective (self-reports and proxy reports) methods for assessing motor competence among children and adolescents. Key characteristics (age group, s le size, delivery mode, assessment time, data output, data processing) as well as limitations and practical considerations (e.g., cost, sources of error) with regard to each method are included in this paper. We do not recommend specific instruments, rather a guide to assist researchers and practitioners interested in assessing children's motor competence. A decision flow chart was developed to support practitioners and researchers in selecting appropriate methods for measuring motor competence in young people. Real-life scenarios are presented to illustrate the use of different methods in research and practice. Policy makers, practitioners and researchers should consider the strengths and limitations of each method when measuring motor competence in children and adolescents. This will allow them to choose the most appropriate instrument(s) that meets their needs.
Publisher: Elsevier BV
Date: 08-2002
Publisher: MDPI AG
Date: 26-04-2019
Abstract: Previous research showed that children’s physical activity is positively related to executive functions, whilst screen time shows negative associations. However, it is unclear how school-based sitting time and transitions from sitting to standing relate to cognition. We investigated the relationship between class time sitting/stepping/sit-to-stand transitions and cognitive functions in Grade 1–2 children. Overall, 149 children (7.7 ± 0.6 years old, 54% boys) participated. Measures included class time sitting/stepping/sit-to-stand transitions and: (i) response inhibition (i.e., response time and accuracy) (ii) lapses of attention (iii) working memory and (iv) brain activity (cortical haemodynamic response). Linear mixed-models, adjusting for age, sex, and clustering at the classroom level, found that more sitting time was associated with higher lapses of attention (β = 0.12, p 0.05). Children who stepped more had quicker inhibition response time (β = −0.95, p 0.01) however, they were less accurate in their responses (β = −0.30, p 0.05) and this was also observed with sit-to-stand transitions (β = −0.26, p 0.05). No associations were found with brain activity. In conclusion, reducing and breaking up sitting may help keep children focused, but the evidence regarding response inhibition is unclear.
Publisher: Springer Science and Business Media LLC
Date: 12-2019
DOI: 10.1186/S12966-019-0888-0
Abstract: Fundamental motor skills (FMS) are important for physical activity and healthy weight status in children, yet it is unclear which early childhood factors facilitate subsequent motor skill. The aim of this prospective study was to investigate which modifiable family and home environment factors in the early years predict children’s FMS at age five. Mothers from the Melbourne InFANT program (registered with the International Standard Randomised Controlled Trial Number Register (ISRCTN81847050)) completed questionnaires when child was aged 4, 9, 19 months old, and 3.5 years old on factors hypothesised to predict motor skills. Some factors were grouped in tertiles (high, medium, low) due to the nature of the distribution. At 5 years old children were assessed on 6 locomotor and 6 object control skills (Test of Gross Motor Development-2). Eight regression models examined the association between factors at each time-point and children’s skills (object control and locomotor) at 5 years old. The s le varied by time-point (178 to 259 children). Maternal physical activity optimism (4 months β = 2.43), home physical activity equipment (9 months β = 0.82), time outdoors – middle (9 months β = 2.50) and highest tertile (9 months β = 2.86), time free to move about - highest tertile (19 months β = 2.41), time with older children - middle (19 months β = 3.15) and highest tertile (3.5 years β = 3.00) were predictive of better locomotor scores. Mothers’ own physical activity (9 months β = − 0.01) and time active with mum – highest tertile (3.5 years β = − 3.73) were negatively associated with locomotor skill. Time with older children - highest (4 months β = 2.27) and middle tertile (19 months β = 2.97), time free to move about – middle (19 months β = 2.55) and highest tertile (19 months β = 2.47), and more home equipment (9 months β = 0.83) (3.5 years β = 0.17) were predictive of better object control skills. Maternal physical activity knowledge (3.5 years β = − 3.05) was negatively associated with object control skill. Providing a supportive environment with older children and equipment, and allowing toddlers’ freedom to move, appears important. Opportunities exist to educate parents on their important role in developing children’s motor skills. Clinicians could advise parents that the home environment can make a difference to their child’s FMS starting from infancy.
Publisher: Elsevier BV
Date: 08-2006
DOI: 10.1016/J.PUHE.2006.04.011
Abstract: To undertake a cost-benefit analysis of 'Stay on Your Feet', a community-based falls prevention program targeting older people at all levels of risk in New South Wales, Australia. Hospital separations were monitored in the intervention region, a control region and for the state of New South Wales as a whole. Changing admission patterns over the intervention period were used to assess the impact of the program. Cost-benefit analysis compared the costs of the program with two estimates of savings from avoided hospital admissions. The first compared the cost of hospital admissions in the intervention region to a control region of similar demographics, while the second compared hospital utilization in the intervention region with the state of New South Wales as a whole using falls-related hospital diagnosis related group (DRG) codes. The total direct costs of the program were estimated at A dollars 781,829. Both methods identified clear overall net benefits ranging from A dollars 5.4 million for avoided hospitalizations alone to A dollars 16.9 million for all avoided direct and indirect costs. The confidence intervals around these estimates were small. The average overall benefit to cost ratio for the intervention as a whole was 20.6:1. These findings suggest that well-designed community-based interventions targeting falls prevention among older people are highly cost effective and a wise investment for all levels of government. The models used are conservative and are likely to underestimate the real benefit of the intervention, which may have lasted for some time beyond the life of the program.
Publisher: Elsevier BV
Date: 04-2003
DOI: 10.1016/S0091-7435(02)00044-0
Abstract: Physical education (PE) lessons are an ideal setting to improve child fundamental movement skills (FMSs) and increase physical activity (PA) for optimal health. Despite this, few studies have assessed the potential to do both simultaneously. The "Move It Groove It" primary school intervention in New South Wales, Australia, had this opportunity. A whole school approach to implementation included establishment of school project teams, a teacher "buddy" system, project Web site, teacher training workshops, and small grants for equipment. The quasi-experimental evaluation involved 1,045 year 3 and 4 children (aged 7 to 10 years) in nine intervention and nine control rural primary schools (53% boys/47% girls). It utilised pre- and postobservational surveys of (1) mastery or near mastery levels for each of eight FMSs, (2) proportion of PE lesson time spent in moderate to vigorous PA (MVPA) and vigorous PA (VPA), and (3) teacher- and lesson-related contextual covariates. Data were analysed by hierarchical logistic multiple regression. For FMSs, overall mastery or near mastery level at baseline was 47% ranging from 22.7% for the overarm throw among girls to 75.4% for the static balance among boys. The intervention delivered substantial improvements in every FMS for both genders ranging from 7.2% to 25.7% (13 of 16 comparisons were significant). For PA level, mean MVPA at baseline was 34.7%. Baseline MVPA for boys was 38.7% and for girls was 33.2%. The intervention was associated with a nonsignificant 4.5% increase in MVPA and a significant 3.0% increase in VPA. This translates to a gain of <1 minute of MVPA per average 21-minute lesson. This is the first study to show that by modifying existing PE lessons, significant improvements in FMS mastery can be gained without adversely affecting children's MVPA and VPA. To increase PA levels, we recommend increasing the number of PE lessons per week.
Publisher: Springer Science and Business Media LLC
Date: 25-06-2018
DOI: 10.1007/S40279-018-0940-2
Abstract: The promotion of motor competence is integral to a holistic view of children's development. Motor development models address the potential role of actual and perceived motor competence, physical activity and health-related fitness in children's health. Actual motor competence and optimal levels of perceived motor competence seem to be key for engaging children and adolescents in physical activity and sports. Commonly, the assessment of perceived motor competence is carried out by using instruments originally developed to assess different constructs of physical self-perception with the consequent error assumed. The aim of this article is to therefore offer clarification regarding the concept of perceived motor competence in terms of the conceptual and theoretical framework used for its explanation. A hierarchical and multidimensional structure of global self-concept is proposed with perceived motor competence considered as a subdomain of perceived sport/athletic competence (depending on the age or stage of development of the child) and sub ided into different subdomains of perceived competence in stability, locomotion, object control and active play skills. In order to improve consistency in the approach to assessment, it is desirable that researchers report an agreed definition for the construct of perceived motor competence so that readers can recognise the assumptions within the study accurately. Furthermore, it is suggested that instruments characterised by an alignment between actual and perceived motor competence assessments will help us understand more about children's motor perceptions.
Publisher: Human Kinetics
Date: 10-2018
Abstract: This study aimed to examine the contribution of objective measures of physical fitness (musculoskeletal and cardiorespiratory), physical activity, and motor skill to motor perception. A total of 122 children (63 boys) aged 8–11 years were assessed. Independent t -tests assessed sex differences in all variables. Two linear mixed models adjusted for sex and age were performed with perceived object control and locomotor skills (Pictorial Scale of the Perceived Movement Skill Competence for Young Children) as outcomes. Aerobic (multi-stage fitness test) and muscular fitness (long jump, grip strength), moderate-to-vigorous physical activity (ActiGraph accelerometry), movement skill (Test of Gross Motor Development-2), age, and sex were predictors. Boys had higher object control skills (actual and perceived) and fitness. Age (decreasing) and long jump distance (positive) explained 16% of locomotor skill perception variance. Sex (boys) explained 13% of object control skill perception variance. Children’s skill self-perception may be influenced by fitness attributes as these are more evident to them. The fact that girls have lower actual object control competence and fitness than boys suggests girls may be an intervention target.
Publisher: MDPI AG
Date: 20-12-2022
Abstract: An international group of experts have developed a pictorial tool to measure perceived water competence for children aged from 5 to 8 years old: the Pictorial Scale of Perceived Water Competence (PSPWC). The aim of the present study was to verify the validity of this tool. In the first part of the study, 120 children were interviewed to investigate face validity of the PSPWC to ensure that all pictorial items were understandable. In the second part of the study, 13 scientific and/or pedagogical international experts were invited to assess the tool’s content validity via an online survey. Face validity results revealed that children were able to understand and sequence correctly the aquatic situations in 92% of the cases. The average Content Validity Index (CVI) of the PSPWC ranged from 0.88 to 0.95, showing acceptable content validity. Feedback from experts and children resulted in a major improvement of the “exit water” situation and minor improvements concerning some other items. Experts confirmed that the PSPWC was globally appropriate for different countries and cultures, except for the situation “water entry by slide” which was not considered usual practice in some countries. The PSPWC opens up to new fields of research useful both for the prevention of drowning and for the support of children’s aquatic education.
Publisher: Springer Science and Business Media LLC
Date: 24-09-2020
DOI: 10.1007/S40279-020-01336-2
Abstract: Actual and perceived motor competence are important correlates of various health-related behaviors. As such, numerous studies have examined the association between both constructs in children and adolescents. The first aim of this review and meta-analysis was to systematically examine, analyze and summarize the scientific evidence on the relationship between actual and perceived motor competence (and by extension more general physical self-perception) in children, adolescents and young adults with typical and atypical development. The second aim was to examine several a priori determined potential moderators (i.e., age, sex, and developmental status of study participants, as well as level of alignment between measurement instruments) of the relationship between actual motor competence and perceived motor competence hysical self-perception. This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered with PROSPERO on August 21st 2017. A systematic literature search of five electronic databases (i.e., MEDLINE, SPORTDiscus, Web of Science, PsycINFO and EMBASE) with no date restrictions was conducted. Eligibility criteria included (1) a study s le of youth aged 3-24 years, (2) an assessment of actual motor competence and perceived motor competence hysical self-perception, and (3) a report of the association between both, using a cross-sectional, longitudinal, or experimental design. Only original articles published in peer-reviewed journals with at least the title and abstract in English were considered. Meta-analyses were conducted by type of actual motor competence (i.e., overall motor competence, locomotor, object control, stability/balance and sport-specific competence) through univariate and multivariable random-effects meta-regression and clustered random-effects meta-regression models. Of the 1643 articles screened, 87 were included for the qualitative review, while 69 remained for the final meta-analyses. All included studies had some risk of bias with only 15% meeting five of the six examined criteria. Significant (p < 0.001) pooled effects were found for overall motor competence (N = 54 r = 0.25 95% CI [0.20, 0.29]), locomotor (N = 45 r = 0.19 95% CI [0.13, 0.25]), object control (N = 50 r = 0.22 95% CI [0.17, 0.27]), stability/balance (N = 8 r = 0.21 95% CI [0.12, 0.30]), and sport-specific competence (N = 8 r = 0.46 95% CI [0.28, 0.61]). None of the hypothesized moderators significantly influenced the relationship between actual motor competence and perceived motor competence hysical self-perception. The strength of the association between actual motor competence and perceived motor competence hysical self-perception in youth is low to moderate, with current data demonstrating that the strength of association does not differ by age, sex, developmental status, or alignment between measurement instruments. However, this review highlights the lack of clarity on the relationship between actual motor competence and perceived motor competence hysical self-perception. Future research should address issues surrounding the design of studies and measurement of actual motor competence and perceived motor competence hysical self-perception as well as explore other potential confounding variables (i.e., product- versus process-oriented assessments, race, culture) that might affect the relationship between these two constructs.
Publisher: Informa UK Limited
Date: 17-11-2022
Publisher: Springer Science and Business Media LLC
Date: 2009
Publisher: Public Library of Science (PLoS)
Date: 28-12-2015
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2008
Publisher: Springer Science and Business Media LLC
Date: 09-03-2018
DOI: 10.1007/S40279-018-0892-6
Abstract: Evidence supports a positive association between competence in fundamental movement skills (e.g., kicking, jumping) and physical activity in young people. Whilst important, fundamental movement skills do not reflect the broad ersity of skills utilized in physical activity pursuits across the lifespan. Debate surrounds the question of what are the most salient skills to be learned which facilitate physical activity participation across the lifespan. In this paper, it is proposed that the term 'fundamental movement skills' be replaced with 'foundational movement skills'. The term 'foundational movement skills' better reflects the broad range of movement forms that increase in complexity and specificity and can be applied in a variety of settings. Thus, 'foundational movement skills' includes both traditionally conceptualized 'fundamental' movement skills and other skills (e.g., bodyweight squat, cycling, swimming strokes) that support physical activity engagement across the lifespan. A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity. Foundational movement skill development is hypothesized to vary according to culture and/or geographical location. Further, skill development may be hindered or enhanced by physical (i.e., fitness, weight status) and psychological (i.e., perceived competence, self-efficacy) attributes. This conceptual model may advance the application of motor development principles within the public health domain. Additionally, it promotes the continued development of human movement in the context of how it leads to skillful performance and how movement skill development supports and maintains a lifetime of physical activity engagement.
Publisher: SAGE Publications
Date: 12-2015
DOI: 10.2466/25.10.PMS.121C24X5
Abstract: Active video games (AVGs) may be useful for movement skill practice. This study examined children's skill execution while playing Xbox Kinect™ and during movement skill assessment. Nineteen children (10 boys, 9 girls M age = 7.9yr., SD = 1.4) had their skills assessed before AVG play and then were observed once a week for 6 wk. while playing AVGs for 50min. While AVG play showed evidence of correct skill performance (at least 30–50% of the time when playing table tennis, tennis, and baseball), nearly all skills were more correctly performed during skill assessment (generally more than 50% of the time). This study may help researchers to better understand the role AVGs could play in enhancing real life movement skills.
Publisher: Elsevier BV
Date: 02-2017
DOI: 10.1016/J.YPMED.2016.11.027
Abstract: This review aimed to determine the most popular physical activities performed by children, adolescents, and adults globally. Statistic bureau websites and article databases Scopus, ProQuest, SPORTDiscus, and Science Direct were searched between November 17th, 2014 and April 31st, 2015. Eligible studies were published in the last 10years with participation rates for specific physical activities among in iduals five years or older. Data extraction for included articles (n=64) was assessed independently and agreed upon by two authors. A random-effects model was used to calculate participation rates in specific activities for each age group and region. In total 73,304 articles were retrieved and 64 articles representing 47 countries were included in the final meta-analysis. Among adults, walking was the most popular activity in the Americas (18.9% 95% CI 10.2 to 32.5), Eastern Mediterranean (15.0% 95% CI 5.8 to 33.6), Southeast Asia (39.3% 95% CI 0.9 to 98.0) and Western Pacific (41.8% 95% CI 25.2 to 60.6). In Europe and Africa, soccer (10.0% 95% CI 6.5 to 15.1) and running (9.3% 95% CI 0.9 to 53.9), respectively, were top activities. Child and adolescent participation results were highly dependent upon region. American youth team sport participation was high, while youth from the Eastern Mediterranean and Western Pacific were more likely to report participation in lifelong physical activities. Global data for adults reflects a consistent pattern of participation in running and walking. Among all age groups and regions soccer was popular. In children and adolescents, preferences were variable between regions.
Publisher: Informa UK Limited
Date: 06-06-2019
DOI: 10.1080/02640414.2019.1626570
Abstract: This study modelled children's gross motor coordination, investigated sex-differences and identified the effects of fixed and dynamic correlates on motor coordination development. A total of 344 Portuguese children (170 girls), from 6 age cohorts (5 to 9 years of age), were followed consecutively for three years (age range 5 to 11 years) using a mixed-longitudinal cohort design. Birth weight, hand dominance and socioeconomic status (SES) were identified. Gross motor coordination, body mass index, physical fitness (PF) and physical activity (PA) were assessed annually. A sequence of multilevel hierarchical linear models were developed. Model 1 found that age, age
Publisher: Springer Science and Business Media LLC
Date: 22-10-2012
Abstract: Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’. Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used. Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 ( p = .002), but intervention boys did not ( p = .591). At T3, there were no longer intervention/control differences in locomotor skill ( p = .801). Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.
Publisher: Informa UK Limited
Date: 09-03-2018
Publisher: Elsevier BV
Date: 07-2023
Publisher: Springer Science and Business Media LLC
Date: 11-05-2019
DOI: 10.1007/S10803-019-04026-9
Abstract: Primary-school-aged children and adolescents with autism spectrum disorder (ASD) are reported to engage in lower levels of moderate-to-vigorous physical activity (MVPA) compared to typically developing (TD) children (Jones et al. in PLoS ONE, 12(2):1-23, 2017). Levels of MVPA in young children with ASD remain unclear. This study aimed to investigate MVPA in 4-to-7-year-old children with (n = 37) and without (n = 40) ASD, to determine if MVPA is related to ASD diagnosis and examine correlates to better inform interventions. Results indicated children with ASD engage in the same levels of MVPA as TD children. Future studies need to further explore MVPA in children with ASD over time to uncover when the ergence in MVPA levels occur and what factors may be associated.
Publisher: Human Kinetics
Date: 10-2018
Abstract: Perceived motor competence is a subdomain of perceived physical competence that is related to the practice of physical activity and motor skills. The Pictorial Scale of Perceived Movement Skill Competence (PMSC) assesses perceived motor competence (locomotor, object control, and active play skills) in children. The purpose of the present study was twofold: first, to translate the PMSC into Spanish and to test the reliability (internal consistency and test-retest) and construct validity of the aforementioned scale in a Spanish s le second, to analyze children’s perception of motor competence according to gender. Two hundred and forty-seven typically developed children (51% boys) between 5 and 11 years old participated in the study. Internal consistency reliability was acceptable. Children’s test-retest reliability was between high and excellent. A Bayesian Structural Equation approach showed the original hypothesized three-factor model was a poor fit, but a two-factor model (i.e., locomotion and object control) was an adequate fit. Boys reported higher perception in the object control and overall motor competence, but similar perception in locomotor skills to girls. The PMSC can provide a useful way to study the nature and impact of motor competence perception in young children of Spanish-speaking communities.
Publisher: Wiley
Date: 04-2021
DOI: 10.1111/SMS.13746
Publisher: Wiley
Date: 25-05-2018
DOI: 10.1002/HPJA.172
Publisher: Informa UK Limited
Date: 22-12-2022
Publisher: Human Kinetics
Date: 2017
Abstract: Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency. In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction. There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs and current teaching practices were perceived to be suboptimal for effective FMS instruction. Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.
Publisher: Public Library of Science (PLoS)
Date: 15-10-2015
Publisher: Elsevier BV
Date: 09-2002
DOI: 10.1016/S1440-2440(02)80011-1
Abstract: Physical education lessons offer a venue for children to accrue valuable and health-conferring time being physically active. The first Australian direct observational data are presented on activity of year 3 and 4 children during physical education. Analysis accounts for the nested nature of the data through multi level logistic regression using 13,080 records within 231 lessons within 18 randomly selected schools. Activity was analysed in relation to lesson context (focus of lesson), child gender, school year of child, teacher gender, lesson duration and start time. Children spent 36.7% of a lesson in moderate to vigorous and 12.9% in vigorous activity. Most of the lesson was spent in the context of management/instruction (37.4%), followed by games (25.0%), skill (21.4%), and fitness (14.7%). The highest level of moderate to vigorous activity was observed in the fitness lesson context (61.9%). followed by skill (46.4%), games (42.6%) and management/instruction (17.1%). Moderate to vigorous activity was significantly higher for boys than girls. There was no significant difference in moderate to vigorous activity in lessons led by male or female teachers. However vigorous activity was significantly higher for female led lessons. Children participated in less physical activity during physical education lessons timetabled in the afternoon, compared to physical education lessons time-tabled in the morning. Physical activity levels were not related to lesson duration. Physical education lessons can potentially be more active. However improvement rests on school capacity and may require a health promoting schools approach to implement curricular policy.
Publisher: SAGE Publications
Date: 03-10-2022
Publisher: Elsevier BV
Date: 12-2014
Publisher: Springer Science and Business Media LLC
Date: 21-06-2023
DOI: 10.1007/S40279-023-01867-4
Abstract: While the burgeoning researcher and practitioner interest in physical literacy has stimulated new assessment approaches, the optimal tool for assessment among school-aged children remains unclear. The purpose of this review was to: (i) identify assessment instruments designed to measure physical literacy in school-aged children (ii) map instruments to a holistic construct of physical literacy (as specified by the Australian Physical Literacy Framework) (iii) document the validity and reliability for these instruments and (iv) assess the feasibility of these instruments for use in school environments. This systematic review (registered with PROSPERO on 21 August, 2022) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. Reviews of physical literacy assessments in the past 5 years (2017 +) were initially used to identify relevant assessments. Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed/or published since publication of the reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Nine instruments were identified from eight reviews. The database search identified 375 potential papers of which 67 full text papers were screened, resulting in 39 papers relevant to a physical literacy assessment. Instruments were classified against the Australian Physical Literacy Framework and needed to have assessed at least three of the Australian Physical Literacy Framework domains (i.e., psychological, social, cognitive, and/or physical). Instruments were assessed for five aspects of validity (test content, response processes, internal structure, relations with other variables, and the consequences of testing). Feasibility in schools was documented according to time, space, equipment, training, and qualifications. Assessments with more validity/reliability evidence, according to age, were as follows: for children, the Physical Literacy in Children Questionnaire (PL-C Quest) and Passport for Life (PFL). For older children and adolescents, the Canadian Assessment for Physical Literacy (CAPL version 2). For adolescents, the Adolescent Physical Literacy Questionnaire (APLQ) and Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q). Survey-based instruments were appraised to be the most feasible to administer in schools. This review identified optimal physical literacy assessments for children and adolescents based on current validity and reliability data. Instrument validity for specific populations was a clear gap, particularly for children with disability. While survey-based instruments were deemed the most feasible for use in schools, a comprehensive assessment may arguably require objective measures for elements in the physical domain. If a physical literacy assessment in schools is to be performed by teachers, this may require linking physical literacy to the curriculum and developing teachers’ skills to develop and assess children’s physical literacy.
Publisher: Springer Science and Business Media LLC
Date: 12-2010
DOI: 10.2165/11536850-000000000-00000
Abstract: The mastery of fundamental movement skills (FMS) has been purported as contributing to children's physical, cognitive and social development and is thought to provide the foundation for an active lifestyle. Commonly developed in childhood and subsequently refined into context- and sport-specific skills, they include locomotor (e.g. running and hopping), manipulative or object control (e.g. catching and throwing) and stability (e.g. balancing and twisting) skills. The rationale for promoting the development of FMS in childhood relies on the existence of evidence on the current or future benefits associated with the acquisition of FMS proficiency. The objective of this systematic review was to examine the relationship between FMS competency and potential health benefits in children and adolescents. Benefits were defined in terms of psychological, physiological and behavioural outcomes that can impact public health. A systematic search of six electronic databases (EMBASE, OVID MEDLINE, PsycINFO, PubMed, Scopus and SportDiscus®) was conducted on 22 June 2009. Included studies were cross-sectional, longitudinal or experimental studies involving healthy children or adolescents (aged 3-18 years) that quantitatively analysed the relationship between FMS competency and potential benefits. The search identified 21 articles examining the relationship between FMS competency and eight potential benefits (i.e. global self-concept, perceived physical competence, cardio-respiratory fitness [CRF], muscular fitness, weight status, flexibility, physical activity and reduced sedentary behaviour). We found strong evidence for a positive association between FMS competency and physical activity in children and adolescents. There was also a positive relationship between FMS competency and CRF and an inverse association between FMS competency and weight status. Due to an inadequate number of studies, the relationship between FMS competency and the remaining benefits was classified as uncertain. More longitudinal and intervention research examining the relationship between FMS competency and potential psychological, physiological and behavioural outcomes in children and adolescents is recommended.
Publisher: SAGE Publications
Date: 10-01-2018
Abstract: Children’s perception of their own motor competence is an important correlate of their actual motor competence. The current study is the first to examine this association in British children and the first to use both product and process measures of actual motor competence. A total of 258 children (139 boys and 119 girls aged 4 to 7 years, Mean = 5.6, SD = .96) completed measures of self-perceived motor competence using the Pictorial Scale for Perceived Movement Competence in Young Children. Children were classified as “Low,” “Medium,” or “High” perceived competence based on tertile analysis. Actual motor competence was assessed with the Test of Gross Motor Development-2 (a process measure) and a composite of 10-m sprint run time, standing long jump distance, and 1-kg seated medicine ball throw (collectively, a product measure). Data for process and product measures were analyzed using a 2 (sex) × 3 (high, medium, low perceived competence) analysis of covariance, with body mass index, calculated from height and mass, and age controlled. Boys obtained significantly higher scores than girls for both the process ( p = .044) and product ( p = .001) measures of actual motor competence. Boys had significantly ( p = .04) higher scores for perceived competence compared to girls. Compared to children classified as medium and high self-perceived competence, children classified as low self-perceived competence had lower process ( p = .001) and product scores (i.e., medium, p = .009 and high, p = .0001) of actual motor competence. Age ( p = .0001) and body mass index ( p = .0001) were significantly associated with product motor competence. Strategies to enhance actual motor competence may benefit children’s self-perceived motor competence.
Publisher: Informa UK Limited
Date: 26-06-2014
Publisher: Informa UK Limited
Date: 2009
Publisher: Springer Science and Business Media LLC
Date: 03-11-2021
Publisher: Elsevier BV
Date: 2023
Publisher: Elsevier BV
Date: 2024
Publisher: Elsevier BV
Date: 02-2023
DOI: 10.1016/J.JISAKO.2022.09.001
Abstract: Computer navigation (CN) for anterior cruciate ligament (ACL) surgery has been used mainly for two purposes: to enhance the accuracy of tunnel position and to evaluate the kinematics of the ACL reconstruction (ACLR) and the stability achieved by different surgical techniques. Many studies have shown that navigation may improve the accuracy of anatomical tunnel orientation and position during ACL reconstructive surgery compared with normal arthroscopic tunnel placement, especially regarding the femoral side. At the same time it has become the gold-standard method for intraoperative knee kinematic assessment, as it permit a quantitative multidirectional knee joint laxity evaluation. CN in ACL surgery has been associated with erse problems. First, in most optic systems additional skin incisions and drill holes in the femoral bone are required for fixation of a reference frame to the femur. Second, additional radiation exposure and extra medical cost to the patient for preoperative planning are usually needed. Third, CN, due to additional steps, has more opportunities for error during preoperative planning, intraoperative registration, and operation. Fourth, soft tissues, including the skin and subcutaneous tissues, are usually not considered during the preoperative planning, which can be a problem for kinematic and stability assessment. Many studies have concluded that ACLR using a CN system is more expensive than conventional surgery, it adds extra time to the surgery and it is not mitigated by better clinical outcomes. This combined with costs and invasiveness has limited the use of CN to research-related cases. Future technology should prioritize less invasive intra-operative surgical navigation.
Publisher: JMIR Publications Inc.
Date: 30-08-2023
Abstract: espite the known benefits of physical activity (PA), globally, rates of engagement in PA remain low. The low engagement of PA among young women has the potential to impact their health. Technology-supported PA may be able to increase PA and physical literacy (skills that can support PA) among young women. his systematic review aimed to investigate the: i) associations between technology-supported PA and PA levels, ii) associations between technology-supported PA and physical literacy levels and iii) the types of technology-supported PA that are associated with higher levels of PA engagement among women aged 13-24 years. ligible studies were original research, published in English between 2010 and 2023 from six databases Medline Complete, SPORTDiscus, Global Health, Education Source, Applied Science, and EMBASE. The studies focused on young women between 13-24 years-old, were either technology-supported PA interventions or research exploring correlation between technology and PA and/or physical literacy. Quality was assessed using the Joanna Briggs Institute Critical Appraisal checklists for randomised control trials (RCT), cross-sectional and quasi-experimental study designs. ligible studies were original research, published in English between 2010 and 2023 from six databases Medline Complete, SPORTDiscus, Global Health, Education Source, Applied Science, and EMBASE. The studies focused on young women between 13-24 years-old, were either technology-supported PA interventions or research exploring correlation between technology and PA and/or physical literacy. Quality was assessed using the Joanna Briggs Institute Critical Appraisal checklists for randomised control trials (RCT), cross-sectional and quasi-experimental study designs. his is the first review to investigate the literature exploring the use of technology-supported PA in young women. This review found limited evidence that technology-supported PA can improve young women’s PA or physical literacy. Given that technology-supported PA is still in its infancy, and technology is continuing to rapidly advance, further studies are needed to demonstrate the value and impact of technology-supported PA in improving PA and physical literacy among young women. ROSPERO International Prospective Register of Systematic Reviews CRD42022382471 www.crd.york.ac.uk rospero/display_record.php?ID=CRD42022382471
Publisher: SAGE Publications
Date: 14-05-2013
Abstract: Movement skill competence is important to organised youth physical activity participation, but it is unclear how adolescents view this relationship. The primary aim of this study was to explore adolescents’ perception of the relationship between movement skills, physical activity and sport, and whether their perceptions differed according to extent of participation in organised physical activities. We recruited 33 (17 male) Grade 11 and 12 students (aged 16 to 18) from two secondary schools in Australia. Focus groups were allocated according to whether or not students participated in organised physical activity, where ‘organised activity’ was defined as activity which involved regular classes, training or competition, was reasonably structured or formal, or had a teacher, instructor or coach. There were three all-male ‘organised’ groups, one mixed-gender ‘organised’ group and one all-female ‘not-organised’ group. Students were asked about their attitudes towards physical activity and sport, the relationship between childhood skill proficiency and later physical activity and their perceptions of the appropriate time taken to learn movement skills. Group discussions lasted for approximately 50 minutes, were recorded and were then transcribed verbatim. Transcripts were read using a constant comparison method, in which quotes were continually compared to other quotes. A thematic analysis was conducted in which the transcripts were analysed inductively. Participation in organised sport had no bearing on opinions regarding whether lack of childhood skill development would negatively impact latter participation. It did, however, subtly influence opinions regarding whether skill could be successfully acquired later in life. When asked whether not having well-developed skills as a child would negatively impact on participation in sport hysical activity later in life, the response was mixed, but this was not related to their involvement in organised sport or activities. Students who believed early skill proficiency related to subsequent activity thought this was due to skill ability and motivation. An alternate view was that subsequent activity did not need to be based on skill proficiency also, one’s environment might change, resulting in differing opportunities/constraints. Students felt skills could be learnt at any time in life (dependent on motivation), but that learning skills at a younger age would be easier and that skills learnt later would not be as developed. Fear of failure was identified as a barrier to learning when older. We conclude that motivation towards participation in sport and physical activity is affected by adolescents’ perception of their own movement skill ability. Therefore, developing children’s actual and perceived movement skills may help to increase adolescent physical activity. Since those with intrinsic achievement orientations were not as inclined towards organised activity, we may also need to provide physical activity options that resonate with intrinsic achievement motivations.
Publisher: Human Kinetics
Date: 06-2018
Publisher: Wiley
Date: 15-02-2018
DOI: 10.1111/SMS.13061
Abstract: Children change their body size, shape, and gross motor coordination (GMC) as they grow. Further, GMC is expected to link to changes in children's body size, physical activity (PA), and physical fitness (PF). The objective was to model GMC changes in children followed longitudinally and to investigate associations between these changes and PA and PF levels. A total of 245 children (122 girls) were observed at 6 years of age and followed annually until 9 years. A sequence of allometric models was fitted, that is, 1. body mass, stature, and PA 2. addition of four PF tests 3. addition of four more PF tests. In Model 1, changes in GMC are nonlinear, and body mass (-0.60 ± 0.07, P < .001) and stature (2.91 ± 0.35, P < .001) parameter estimates were significant suggesting children with a more linear body size/shape showed higher GMC performances. Girls tend to outperform boys across time, and PA was not associated with GMC changes. Model 2 fitted the data better, and the PF tests (handgrip, standing long jump, 50-yard dash, and shuttle run) were significantly linked to GMC change. In Model 3, adding the remaining PF tests did not change the order of any factors importance. The greatest GMC changes were achieved by children whose body size/shape has an ectomorphic dominance across the years. Considering that leaner and physically fitter children tended to be more coordinated, physical education should also focus on PF development in components related to muscular strength, speed, agility, and aerobic capacity, along with nutritional education to reduce fat mass.
Publisher: Informa UK Limited
Date: 17-08-2020
Publisher: Elsevier BV
Date: 12-2017
DOI: 10.1016/J.JSAMS.2017.05.001
Abstract: The use of interactive video gaming, known as 'exergames' or 'active video games (AVG)' may provide an opportunity for motor skill development. Youth with non-typical patterns of development may have deficits in gross motor skill capacities and are therefore an intervention target. The aim was to determine the effectiveness of AVG use on motor skill development in non-typically developing children and adolescents. Review article. The PRISMA protocol was used to conduct a systematic review of EBSCOhost, Embase, Gale Cengage, Informit, Ovid, ProQuest, PubMed, Scopus and Web of Science databases. A total of 19 articles met inclusion criteria (non-typically developing participants such as those with a learning or developmental delay aged 3-18, use of an AVG console, assessed one or more gross motor skills). Studies were excluded if gross motor skill outcomes encompassed fine motor skills or reflected mobility related to daily living. Interventions included children and adolescents with eight different conditions. The Nintendo Wii was the most utilised gaming platform (14/19 studies). Studies examined a combination of skills, with most examining balance (15/19), five studies examining ball skills, and other gross motor skills such as coordination (3 studies), running (3 studies) and jumping (3 studies). There was strong evidence that AVG's improved balance. AVG's also appeared to benefit participants with Cerebral Palsy. AVG's could be a valuable tool to improve gross motor skills of non-typically developing children. There is scope for further exploration, particularly of ball, coordination and locomotor skills and varying platforms to draw more conclusive evaluations.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2014
Publisher: Informa UK Limited
Date: 28-03-2018
DOI: 10.1080/02640414.2018.1458392
Abstract: Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the "Lifelong Physical Activity Skills Battery". Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72-0.90) with in idual skill reliability scores ranging from moderate (warrior I ICC = 0.56) to high (tennis forehand ICC = 0.82). Typical error (4.0 95% CI 3.4-5.0) and proportional bias (r = -0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.
Publisher: Human Kinetics
Date: 06-2017
Abstract: The Test of Gross Motor Development (TGMD) is a process-oriented scale that provides qualitative information on children’s motor competence. The aim of the current study was to analyze the psychometric properties by examining the internal consistency and construct validity of the Spanish version of the TGMD-3. A s le of 178 typically developing children (47.5% girls) between the ages 3 and 11 years participated in this study. Reliability and the within-network psychometric properties of TGMD-3 were examined by using internal consistency and confirmatory factor analysis. Reliability indexes were excellent ( 0.89). A two-factor structure model was hypothesized and an alternative unifactorial model was also tested. Adequate fit indexes in both a two-factor model [ball skills seven items and locomotor skills six items (χ2 (64) = 139.200, p .010, RMSEA = 0.073, SRMR = 0.050, NNFI = 0.964, CFI = 0.970)] and a one-factor model [(χ2 (65) = 157.666, p .010, RMSEA = 0.084, SRMR = 0.055, NNFI = 0.956, CFI = 0.963)] were found. The Spanish version of the TGMD-3 is thus suitable for studying children’s actual motor competence level in terms of locomotor and ball skills and also in terms of fundamental movement skills.
Publisher: Human Kinetics
Date: 10-2018
Abstract: The pictorial scale of Perceived Movement Skill Competence (PMSC) was developed to assess young children’s perceptions of competence in fundamental motor skills (FMS) and in active play (AP). The objectives of the present study were to assess validity and reliability with Brazilian children. Nineteen health-related professionals and 331 children (4 to 8 years old) were enrolled in the study. Kappa concordance coefficient, intra-class correlation coefficient (ICC), polychoric correlations, and confirmatory factor analyses (CFA) were used. The back-reverse translation prevents the bias of a single translation. Experts and professionals confirmed the clarity and pertinence of the items with high agreement scores (values .90). Test-retest reliability results showed strong ICC (values .90). The Cronbach’s alpha coefficient showed good internal consistency (α values from .70–.85). The CFA showed appropriate fit indexes for a three-factor model (i.e., six object control, six locomotion, and six AP items) and a two-factor model (i.e., 12 FMS and six AP items). However, the two-factor model showed superior indexes (χ 2 /df = 3.1 Root Mean Square Error of Approximation = .06 Goodness-Of-Fit Index = .90 Comparative Fit Index = .91 Akaike Information Criterion = 485.8). The PMSC is a valid and reliable assessment to use in Brazil.
Publisher: Wiley
Date: 04-2021
DOI: 10.1111/SMS.13731
Publisher: Springer Science and Business Media LLC
Date: 12-10-2013
DOI: 10.1007/S40279-013-0099-9
Abstract: The aim of this systematic review was to determine whether typically developing children and adolescents (aged 3-18 years) who have participated in school-based interventions have sustained outcomes in PA, fitness, and/or FMS. A systematic search of six electronic databases (CINAHL® Plus with Full Text, Ovid MEDLINE®, SPORTDiscus™, Scopus, PsycINFO® and ERIC) was conducted from 1995 to 26 July 2012. Included studies were school-based studies (including randomized controlled trials, longitudinal cohort, quasi-experimental, and experimental) that had a positive effect at post intervention in at least one variable and had a follow-up PA, fitness, or FMS assessment at least 6 months after the post-intervention assessment. Risk of bias assessment was guided by the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" statement. The search identified 14 articles, and some studies addressed multiple outcomes: 13 articles assessed PA three assessed fitness and two assessed FMS. No study in this review met four key methodological criteria that have been shown to influence results, i.e., clarity on the randomization process, assessor blinding, analyzing participants in their original groups, and retaining sufficient participants through the entire study. Three-quarters (ten of 13) of the studies addressing PA, reported PA behavior change maintenance. The length of follow-up ranged from 6 months to 20 years, and the degree of PA difference reported was between 3 and 14 min per day. Only one of the three studies assessing fitness reported a sustained impact, whilst both studies that assessed FMS reported maintenance of effects. It is likely that PA is a sustainable outcome from interventions in children and adolescents, and there is reasonable evidence that interventions of longer than 1 year and interventions that utilize a theoretical model or framework are effective in producing this sustained impact. It would seem probable that FMS are a sustainable outcome in children and adolescents however, this finding should be viewed with caution given the lack of studies and the risk of bias assessment. More research is needed to assess the sustainability of fitness interventions as this review only included a handful of studies that addressed fitness and only one of these studies found a sustained impact.
Publisher: Elsevier BV
Date: 04-2013
DOI: 10.1016/J.JADOHEALTH.2012.07.018
Abstract: Evidence suggests sitting time is independently associated with a range of health issues in adults, yet the relationship between sedentary behavior and health indicators in young people is less clear. Age-related increases in sedentary behavior are well-documented the behavioral patterns of adolescent girls are of particular concern. More than one third of adolescent girls' sedentary behavior time is accumulated through use of recreational screen-based behaviors. The objective of this review was to investigate the association between recreational screen-based sedentary behavior and the physical, behavioral, and psychosocial health indicators for adolescent girls. A secondary objective was to identify studies that have adjusted sedentary behavior indicators for physical activity. A structured electronic search of all publication years (through December 2011) was conducted to identify studies in: CINAHL, Communications and Mass Media Complete, ERIC, MEDLINE with Full Text, PsycINFO, and SPORTDiscus with Full Text. Included publications were observational and interventional studies involving adolescent girls (12-18 years) that examined associations between screen-based, sedentary behavior and health indicators (physical, psychosocial, and/or behavioral). The search identified 33 studies that evaluated health indicators of screen-based sedentary behaviors among adolescent girls. Strong evidence for a positive association between screen-based sedentary behavior and weight status was found. A positive association was observed between screen-time and sleep problems, musculoskeletal pain and depression. Negative associations were identified between screen time and physical activity/fitness, screen time and psychological well-being, and screen time and social support. The relationship between screen-based sedentary behavior and diet quality was inconclusive. Less than half of the studies adjusted sedentary behavior indicators for physical activity. Screen-based sedentary behavior is associated with a range of adverse health consequences, but additional longitudinal studies are needed to better understand the health impacts. In addition, screen-time guidelines for youth should be regularly revised and updated to reflect rapid technological changes.
Publisher: Springer Science and Business Media LLC
Date: 05-05-2021
Publisher: Springer Science and Business Media LLC
Date: 05-08-2022
DOI: 10.1007/S10803-021-05205-3
Abstract: Older children with Autism Spectrum Disorder (ASD) have high levels of motor impairment, however we are unsure if similar patterns exist in young children. This study aimed to investigate motor competence in four-to-seven-year-old children with (n = 17) and without (n = 17) ASD. A series of ANOVAS indicated children with ASD performed significantly poorer on all measures of motor competence, except MABC-2 manual dexterity and ball skills subscales. Results indicate that moderate-to-vigorous physical activity (PA) and sedentary behaviour (SB) may influence motor competence, regardless of diagnosis. Establishing appropriate levels of engagement in moderate-to-vigorous PA and SB during early school years is important for the development of all children and may be an important early intervention avenue for motor impairment in children with ASD.
Publisher: Informa UK Limited
Date: 19-10-2015
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Lisa Barnett.