Relationship Between Fundamental Motor Skill Competence, Perceived Physical Competence and Free-Play Physical Activity in Children

2019 ◽  
Vol 91 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Emi Tsuda ◽  
Jacqueline D. Goodway ◽  
Ruri Famelia ◽  
Ali Brian
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Free Play ◽  
Physical Competence ◽  
Motor Skill Competence

scholarly journals Protocol for a two-cohort randomized cluster clinical trial of a motor skills intervention: The Promoting Activity and Trajectories of Health (PATH) Study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e037497 ◽  
Author(s):  
Leah E. Robinson ◽  
Lu Wang ◽  
Natalie Colabianchi ◽  
David F Stodden ◽  
Dale Ulrich
Keyword(s):  
Physical Activity ◽  
Clinical Trial ◽  
Motor Skills ◽  
Motor Skill ◽  
Early Years ◽  
Physical Competence ◽  
Link Type ◽  
Physical Activity Monitoring ◽  
Post Test

IntroductionData supports that motor skills are an underlying mechanism that influence physical activity along with perceived motor and physical competence, but the relationship between motor skills and physical activity during the early years is unclear. The goal of this study, Promoting Activity and Trajectories of Health (PATH) for Children, is to examine and compare the immediate (pre-test to post-test) and sustained (3-year follow-up) effect of an intervention on motor performance, physical activity and perceived physical competence to a control condition (ie, standard practice) in preschool-age children.Methods and analysisThe PATH study is a two-cohort, randomised cluster clinical trial. 300 children between the ages of >3.5 to 5 years of age will be randomised to the motor skill intervention (n=153) or control (n=147) condition. Each assessment involves a measure of motor skill performance; product and process, seven consecutive days of physical activity monitoring and perceived physical competence. These measures will be assessed before and after the intervention (pre-test to post-test) and then each academic year across 3 years, grades kindergarten, first grade and second grade (3-year follow-up). To assess the clustered longitudinal effect of the intervention on outcome measures, random-effects models (eg, mixed model regression, growth curve modelling and structural equation modelling) will be used. The PATH study addresses gaps in paediatric exercise science research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Ethics and disseminationEthical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals.Trial registration numberNHLBI ClinicalTrials.gov Identifier, NCT03189862. Registered 17 August 2017, https://clinicaltrials.gov/ct2/show/NCT03189862

scholarly journals Early motor skill competence as a mediator of child and adult physical activity

2015 ◽  
Vol 2 ◽  
pp. 833-838 ◽  
Author(s):  
Paul D. Loprinzi ◽  
Robert E. Davis ◽  
Yang-Chieh Fu
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Motor Skill Competence

Perceived Physical Competence and Actual Motor Skill Competence of African American Preschool Children

1997 ◽  
Vol 14 (4) ◽  
pp. 314-326 ◽  
Author(s):  
Jacqueline D. Goodway ◽  
Mary E. Rudisill
Keyword(s):  
African American ◽  
Preschool Children ◽  
Motor Development ◽  
Motor Skill ◽  
Physical Competence ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence ◽  
The Relationship

This study examined the relationship between perceived physical competence and actual motor skill competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter & Pike, 1984). Actual motor skill competence was measured by Ulrich’s (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.

scholarly journals HUBUNGAN ANTARA PERSEPSI ANAK TERHADAP KEMAMPUAN YANG DIMILIKI DAN KEMAMPUAN GERAK YANG SEBENARNYA

2011 ◽  
Vol 2 (2) ◽  
pp. 58-65
Author(s):  
Ahadin
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Actual Object ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence

To examine the relationship between perceived physical competence and actual motor skill competence of the first and the second years students of primary school at primary school number 31 an Banda Aceh municipality whose ages ranged from 5 to 7 year (N=30). All students individually completed the Harter and pike (1984) Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) was measured by using the Test of Gross Motor Development (TGMD) Ulrich, 1985. Data collected from 30 students consist of 15 boys and 15 girls, whose average age X=6.7 year, standard deviation 0.41, the boys average age X=6.87 year and the girls average age X=6.12 year. The background of the students whose father work as government official and the rest unemployed family or work at private sector. Four separate ANOVA’s were conducted to determine gender differences in perceived physical competence and actual motor skill competence: locomotor, object control, and TGMD-Total. ANOVA documented that the boys and girls did not differ in perceived physical competence, F (1,57) = 0,427;P=0,52. The object control component of actual motor skill competence differed for gender F (1,57) = 10,91; P =0,001. Gender by locomotor competence, F (1,57) = 1,96; P = 0,17 and TGMD-Total F (1,57) = 0, 73; P = 0,40. The boys actual object control motor skill competence exceeded the girls. Correlation and regression models were used to examine the influence of actual motor skill competence and gender on perceived physical competence factors were not significantly correlated with perceived physical competence. These correlation were 0,00 for locomotor and 0, 25 for TGMD – Total competence. The object control sub scale was significantly correlated r = 0,33 with perceived physical competence F ( 1,58) = 4,17 ; p = 0,05. The correlation for actual motor skill competence was low to moderately correlated with perceived physical copentence.

Are Gross Motor Skill Interventions an Equitable Replacement for Outdoor Free Play Regarding Children’s Physical Activity?

2022 ◽  
pp. 089011712110632
Author(s):  
Kara K. Palmer ◽  
Jacquelyn M. Farquhar ◽  
Katherine M. Chinn ◽  
Leah E. Robinson
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Motor Program ◽  
Cross Sectional Study ◽  
Free Play ◽  
Activity Data ◽  
Cross Sectional ◽  
Gross Motor ◽  
Play Group ◽  
Gross Motor Skill

Purpose The purpose of this study was to determine if children engaged in equal amounts of physical activity during an established gross motor skill intervention (the Children’s Health Activity Motor Program (CHAMP)) and outdoor free play. Design Cross-sectional study; sample: Ninety-nine children (Mage = 4.21, 51% boys) were randomly divided into two movement environments: CHAMP (n = 55) or control/outdoor free play (n = 44). Measures Physical activity was assessed using GT3X+ Actigraph accelerometers worn on the waist across four mornings. Average physical activity across the four days during either CHAMP or outdoor free play was extracted and categorized as light, moderate, vigorous, or MVPA. Physical activity data were reduced in the Actilife software using the cutpoints from Evenson et al. Analysis A 2 (treatment) x 2 (sex) mixed measures ANOVA was used to compare the amount of time children spent in light, moderate, vigorous, and MVPA. Results There was a significant main effect for treatment for light PA (F(3,95) =13.60, P<.001, partial η2=.125), and post hoc t-tests support that children in the control/outdoor free play group engaged in more light PA compared with children in CHAMP (t95 = −3.75, P<.001). Conclusions Results show that children in CHAMP engaged in less light PA but equal amounts of all other physical activity behaviors than their peers in outdoor free play.

Relationships Among Perceived and Actual Motor Skill Competence and Physical Activity in Indonesian Preschoolers

2018 ◽  
Vol 6 (s2) ◽  
pp. S403-S423 ◽  
Author(s):  
Ruri Famelia ◽  
Emi Tsuda ◽  
Syahrial Bakhtiar ◽  
Jacqueline D. Goodway
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Sedentary Behaviors ◽  
Physical Competence ◽  
Motor Competence ◽  
Rural Environments ◽  
School Day ◽  
Ball Skills

This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s fundamental motor skill (FMS) competence, perceived motor competence, and physical activity in school. A secondary purpose was to explore the relationship among perceived motor competence, FMS competence, school day physical activity behaviors, playground physical activity behaviors, and sex of Indonesian preschoolers from urban and rural environments. Preschoolers (N = 66; n = 35 rural, n = 31 urban) were evaluated on the Pictorial Scale of Perceived Movement Skill Competence (PMSC), Perceived Physical Competence subscale (PPC). FMS competence was evaluated using the Test of Gross Motor Development-3. Three-day accelerometry at school yielded percent of school day and percent of playground time spent in moderate-to-vigorous physical activity (MVPA) and sedentary behaviors. Children spent 80% of the school day in sedentary behavior and 7% in MVPA. There were sex differences (p < .05) in ball skills favoring boys, and location differences on sedentary playground behaviors (p < .05) with rural children being more sedentary. Children felt “pretty good” about their motor skills (3.29–3.46) on the PPC and PMSC. Regression analyses revealed that location and locomotor skills predicted 13.8% of playground sedentary behaviors; PPC and locomotor skills explained 13.3% of MVPA on the playground; and ball skills predicted 7.7% of PPC. These findings emphasize the need for early motor skill and physical activity interventions and highlight the importance of perceived motor competence.

scholarly journals Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

Children ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 21 ◽  
Author(s):  
Joonyoung Lee ◽  
Tao Zhang ◽  
Tsz Lun (Alan) Chu ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Motor Skill ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
Significant Group ◽  
Motor Skill Intervention ◽  
Motor Skill Competence ◽  
Over Time

A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; Mage = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.

scholarly journals Means of Optimizing Physical Activity in the Preschool Environment

2018 ◽  
Vol 14 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Dawn Podulka Coe
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skill ◽  
Activity Levels ◽  
Sedentary Behaviors ◽  
Physical Activity Guidelines ◽  
Formative Time ◽  
Motor Skill Competence ◽  
Physical Activity Environments ◽  
Preschool Setting

During early childhood, the preschool years serve as a formative time for the development of movement skills and healthy, active behaviors. Currently, one fifth of children in this population are overweight or obese and only half of the children participate in sufficient activity to meet recommendations. Physical activity guidelines for preschool children include both structured and unstructured activities of various intensities, limitations on sedentary behaviors, fundamental motor skill competence, and the inclusion of caregivers to facilitate activity. The majority of US children are enrolled in preschool programs, so this environment has the potential to significantly influence young children’s activity levels. Factors that have been associated with physical activity levels within the preschool setting include the influence of caregivers, the preschool environment, outdoor play, and motor skill development and competence. This review evaluated 16 publications in order to examine whether these factors had a significant impact on physical activity in the preschool setting. The findings from this review suggest the use of a multicomponent model, including the factors evaluated, may be the optimal strategy to increase activity levels in preschool children. Policy related to these factors should be created and implemented in order to facilitate optimal physical activity environments for preschool children.

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