The role of movement skill competency in the pursuit of physical literacy: Are fundamental movement skills the only pathway?

2017 ◽  
Vol 20 ◽  
pp. e77 ◽  
Author(s):  
R. Hulteen ◽  
P. Morgan ◽  
L. Barnett ◽  
D. Stodden ◽  
D. Lubans
Keyword(s):  
Physical Literacy ◽  
Movement Skills ◽  
Fundamental Movement Skills

Fundamental Movement Skills of Children Living in England: The Role of Ethnicity and Native English Language

2017 ◽  
Vol 125 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Emma L. J. Eyre ◽  
Leanne Jaye Walker ◽  
Michael J. Duncan
Keyword(s):  
English Language ◽  
Movement Skills ◽  
Fundamental Movement Skills

Physical literacy improves with the Run Jump Throw Wheel program among students in grades 4–6 in southwestern Ontario

2019 ◽  
Vol 44 (6) ◽  
pp. 645-649 ◽  
Author(s):  
Paige Coyne ◽  
Elizabeth Vandenborn ◽  
Sara Santarossa ◽  
Marcia M. Milne ◽  
Kevin J. Milne ◽  
...  
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Physical Education ◽  
Rural Area ◽  
Physical Literacy ◽  
Heart Rate Monitors ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Grade 5 ◽  
Post Test

The purpose of this study was to determine whether the introduction of a fundamental movement skills (FMS) program to grade 4–6 physical education (PE) classes could improve students’ physical literacy (PL) and influence the amount of effort exerted in PE class. Athletics Canada’s grassroots Run Jump Throw Wheel (RJTW) Program was delivered for 10 weeks during PE classes (2 schools: four grade 4, four grade 5, two grade 6, one split grade 5–6 class, and one split grade 6–7 class, totalling 310 students). Participants completed the Canadian Assessment of Physical Literacy (CAPL) and wore heart rate monitors and pre- and postintervention. The CAPL score increased 3.3 (±8.8) points from the pretest to the post-test (t = 6.47, p < 0.001). Improvements were not significantly different by grade or gender, but those in the suburban-area school improved more so than those attending the rural-area school (F[1,294] = 4.82, p < 0.004). Among those participants that increased their PL (n = 186), the CAPL scores increased by 8.6 (±5.9) points versus those that decreased (n = 110; –5.6 ± 4.8 points), F[1,294] = 452.11, p < 0.001. No significant differences in time spent in physical activity were observed between the pre- and post-test (i.e., 17.0 ± 7.0 min and 19.3 ± 7.0 min, respectively, t = 1.70, p = 0.091). The RJTW program increased participants’ overall FMS, as well as their knowledge and understanding regarding these FMS, both key components of PL.

scholarly journals Fundamental Movement Skills Are More than Run, Throw and Catch: The Role of Stability Skills

PLoS ONE ◽  
2015 ◽  
Vol 10 (10) ◽  
pp. e0140224 ◽  
Author(s):  
James R. Rudd ◽  
Lisa M. Barnett ◽  
Michael L. Butson ◽  
Damian Farrow ◽  
Jason Berry ◽  
...  
Keyword(s):  
Movement Skills ◽  
Fundamental Movement Skills

scholarly journals Evaluation of Afterschool Activity Programs’ (ASAP) Effect on Children’s Physical Activity, Physical Health, and Fundamental Movement Skills

2021 ◽  
pp. 109019812110332
Author(s):  
Mitchell Crozier ◽  
Niko S. Wasenius ◽  
Kathryn M. Denize ◽  
Danilo F. da Silva ◽  
Taniya S. Nagpal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Aerobic Capacity ◽  
Motor Development ◽  
Comparison Group ◽  
Physical Literacy ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

Background Physical literacy-focused afterschool activity programs (ASAPs) can be an effective strategy to improve children’s health-related parameters. We sought to compare physical activity, body composition, aerobic capacity, and fundamental movement skills between physical literacy-focused ASAP and a standard recreational ASAP. Method A pre–post (6 months) comparison study was conducted in 5- to 12-year-old children in a physical literacy-focused ASAP (physical literacy group, n = 14) and children attending a standard recreational ASAP (comparison group, n = 15). Physical activity guideline adherence was assessed using accelerometry, body composition was analyzed using bioelectrical impedance, aerobic capacity was estimated using the Progressive Aerobic Cardiovascular Endurance Run test, and fundamental movement skills were evaluated using the Test of Gross Motor Development–2. Results There were no significant differences between groups at baseline. After 6 months, the physical literacy group exhibited a significant improvement in their total raw score for the Test of Gross Motor Development–2 ( p = .016), which was likely due to improvements in object control skills ( p = .024). The comparison group significantly increased body mass index ( p = .001) and body fat ( p = .009) over time. No significant between-group differences were found; however, there was a trend for improved aerobic capacity in the physical literacy group ( d = 0.58). Conclusions Engagement in the physical literacy-focused ASAP contributed to an attenuated increase in adiposity and an improvement in object control skills.

Meaningful movement behaviour involves more than the learning of fundamental movement skills

2017 ◽  
Vol 39 (2) ◽  
pp. 5-20
Author(s):  
Niek Pot ◽  
Ivo van Hilvoorde ◽  
José Afonso ◽  
Jeroen Koekoek ◽  
Len Almond
Keyword(s):  
Movement Behaviour ◽  
Movement Skills ◽  
Fundamental Movement Skills

METHODOLOGY OF PLAYING ACTIVITY IN REHABILITATION PRACTICE

2018 ◽  
Vol 28 (7) ◽  
pp. 2543-2548
Author(s):  
Petya Kasnakova
Keyword(s):  
Positive Emotions ◽  
Healing Process ◽  
Disease Process ◽  
Special Role ◽  
Thought Processes ◽  
Active Involvement ◽  
Movement Skills ◽  
Movement Training ◽  
Motor Movement

The games play a special role in rehabilitation practice. The positive emotions they cause in patients cannot be achieved by other methods and means of modern rehabilitation. The role of game playing activity in practice is crucial to the achievement of one of the important tasks in implementing rehabilitation measures, namely to evacuate the patient from the depressed mental state, to distract him from the disease process and to focus on mobilizing his healing powers. The mood, the emotional charge and the dynamics that the games create are particularly suited to awakening the patient's interest in the healing process, their attraction and their active involvement in the rehabilitation activities. The connection between the actions in the game and the movements in the analytical exercises accelerates the formation of motor habits, physical qualities and skills not only in children but also in adult patients with various pathological injuries. Rehabilitation games are suitable for all ages by enhancing the health of the occupants, developing their mental qualities, improving the activity of the vestibular, visual and motor analyzers. The basis of the motor movement training game methodology and the improvement of motor movement skills is the activation of the thought processes and emotional experiences, the development of the functions of the musculoskeletal system, the cardiovascular system and the respiratory system.

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