scholarly journals The Relationship Between Motor Fitness, Fundamental Movement Skills, and Functional Movement Screen in Primary School Children

2020 ◽  
Author(s):  
Hua Wu ◽  
Wichai Eungpinichpong ◽  
Hui Ruan ◽  
Xinding Zhang ◽  
Xiujuan Dong
Keyword(s):  
Motor Development ◽  
Primary School Children ◽  
Functional Movement Screen ◽  
Chi Square ◽  
Test Analysis ◽  
Functional Movement ◽  
Movement Skills ◽  
Motor Fitness ◽  
Fundamental Movement Skills ◽  
The Relationship

AbstractThis study investigates motor fitness (MF), fundamental movement skills (FMS), and functional movement screen (FMS™) in 7-10-year-old children, and evaluates the relationship between FMS , MF and FMS™ combination with Seefeldt’s model for empirical research, thus to present effective strategies of physical development in children. A class was randomly selected in four school grades (1-4) along with 30 students from each to take the Test of Gross Motor Development-2 (TGMD-2). A total of 117 children (42 girls, aged 7-10) participated in three tests: TGMD-2, MF tests, and FMS™. MF levels (good, fair, and poor) and FMS™ levels (high, moderate, and low) were classified according to specific percentile ranges. A multiple (R×C) chi-square test analysis of the relationship between MF, FMS, and FMS™ was applied and post hoc testing estimated the possibility of FMS and FMS™ predicting MF. The results showed that only 43% of children were rated “good” on MF. Most fourth-grade students exhibited a certain gap with mature FMS (TGMD-2 score 70.13±9.68< 96 full scores). Boys scored significantly higher on the object control subtest and the TGMD-2 total score compared to girls (p<0.001), while girls had a significantly greater score than boys on the FMS™ (p=0.001). The results of multiple chi-square demonstrated FMS to be weakly correlated with MF, χ2 (4,N=117) =14.605, p =0.006< 0.01, Cramer’s V = 0.25. Both 60.5% of “excellent” FMS and 59.6% of “high” FMS™ children were categorized as having a “good” MF level. On the other hand, only 23.1% of the “worst” FMS and 24.3% of “low” FMS™ individuals were classified as having a “good” MF level. Our results suggest that MF, FMS, FMS™ are relatively independent systems linking with each other, generating mutual interaction in children’s motor development. At different stages or different advantages of them motor development, we may emphasize training one or a few parts.

scholarly journals Relationship between motor fitness, fundamental movement skills, and quality of movement patterns in primary school children

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0237760
Author(s):  
Hua Wu ◽  
Wichai Eungpinichpong ◽  
Hui Ruan ◽  
Xinding Zhang ◽  
Xiujuan Dong
Keyword(s):  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Primary School Children ◽  
Movement Skills ◽  
Motor Fitness ◽  
Fundamental Movement Skills ◽  
Quality Of Movement

Seefeldt`s classic motor development pyramid model recognizes the significance of fundamental movement skills (FMS) in physical activities and proposes a “proficiency barrier” between FMS and higher-level specific sports skills during middle childhood. However, the relationship between the layers of the conceptual model has not been empirically tested. This study investigated motor fitness (MF), FMS, and quality of movement patterns (QMP) in 7–10 years old children and evaluated the relationships among them. A total of 117 children were randomly selected to take tests of MF, the Test of Gross Motor Development-2 (TGMD-2), and the Functional Movement Screen (FMS™). MF and FMS levels were classified according to percentile ranges. Two multiple (R×C) Chi-Square tests were applied to analyze the relationships between MF, FMS, and QMP. Post-hoc testing estimated the possibility of FMS and QMP to predict MF. The results showed that boys scored significantly higher on the object-control subtest and on the TGMD-2 compared to girls (p<0.001), while girls scored significantly higher on the FMS™ (p = 0.001). FMS score and QMP level were weakly correlated with MF (FMS: χ2 = 14.605, p = 0.006, Cramer`s V = 0.25; QMP: χ2 = 13.943, p = 0.007, Cramer`s V = 0.24). Thus, 60.5% of children with “excellent” FMS and 59.6% with “high” QMP were categorized as having a “good” MF. In contrast, only 23.1% of children with “poor” FMS and 24.3% with “low” QMP were classified as having a “good” MF. Our results confirm MF, FMS, and QMP are correlated with each other, although this relationship is weak. Further, a possible motor skill proficiency barrier exists already in children 7–10 years old. The study results support the promotion of physical activity and motor skill development in primary school children.

scholarly journals Investigating the Age-Related Association between Perceived Motor Competence and Actual Motor Competence in Adolescence

2020 ◽  
Vol 17 (17) ◽  
pp. 6361
Author(s):  
Conor Philpott ◽  
Brian Donovan ◽  
Sarahjane Belton ◽  
Diarmuid Lester ◽  
Michael Duncan ◽  
...  
Keyword(s):  
Future Research ◽  
Motor Competence ◽  
Functional Movement ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Age Related ◽  
Low Levels ◽  
Adolescent Perceptions ◽  
The Relationship ◽  
Related Association

Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373; mean age: 14.38 ± 0.87 years; 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills; however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.

Do Irish Adolescents Have Adequate Functional Movement Skill and Confidence?

2018 ◽  
Vol 6 (s2) ◽  
pp. S301-S319 ◽  
Author(s):  
Wesley O’Brien ◽  
Michael J. Duncan ◽  
Orlagh Farmer ◽  
Diarmuid Lester
Keyword(s):  
Gender Differences ◽  
Intervention Strategies ◽  
Functional Movement Screen ◽  
Cross Sectional ◽  
Functional Movement ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Actual Movement ◽  
Low Levels ◽  
Mixed Gender

Recent research has shown that post-primary Irish youth are insufficiently active and fail to reach a level of proficiency across basic fundamental movement skills. The purpose of the current research was to gather cross-sectional data on adolescent youth, differentiated by gender, specifically to inform the development of a targeted movement-oriented intervention. Data were collected on adolescents (N = 219; mean age : 14.45 ± 0.96 years), within two, mixed-gender schools. Data collection included actual and perceived movement measurements comprised of fundamental movement skills, the functional movement screen, perceived movement confidence, and perceived functional confidence. Overall, levels of actual mastery within fundamental and functional movement were low, with significant gender differences observed. Adolescent males scored higher in the overall fundamental movement skill domain (male mean score = 70.87 ± 7.05; female mean score = 65.53 ± 7.13), yet lower within the functional movement screen (male mean score = 13.58 ± 2.59), in comparison to their female counterparts (female mean score = 14.70 ± 2.16). There were high levels of perceived confidence reported within fundamental and functional movement scales. Future intervention strategies should combat the low levels of actual movement skill proficiency, while identifying the reasons for higher perceived movement confidence within adolescents.

scholarly journals Association between Physical Activity and Fundamental Movement Skills in Preschool-Aged Children: Does Perceived Movement Skill Competence Mediate This Relationship?

2021 ◽  
Vol 18 (3) ◽  
pp. 1289
Author(s):  
Qing He ◽  
Johan Y. Y. Ng ◽  
John Cairney ◽  
Chloe Bedard ◽  
Amy S. C. Ha
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Vigorous Physical Activity ◽  
Bootstrap Method ◽  
Mediating Effect ◽  
Cross Sectional ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Preschool Aged Children

Objectives: The purpose of this research is to examine whether perceived fundamental movement skills (FMS) competence mediated the relationship between actual FMS and physical activity (PA) in Hong Kong preschool-aged children. Design: A cross−sectional study. Methods: 148 preschool-aged children (43% girls; mean age = 4.52 ± 0.67 years) from five preschools/childcare centres completed all assessments. Actual FMS was rated using the Test of Gross Motor Development−2, whilst perceived FMS was assessed via the Pictorial Scale for Perceived Movement Skill Competence. PA was measured through accelerometry. A bootstrap method was used to assess the potential mediating effect of perceived movement skill competence on the relationship between actual FMS and PA. All mediation models were adjusted for sex and age. Results: Mediation analyses showed that the direct path between actual FMS and moderate-to-vigorous physical activity (MVPA) was significant (b = 0.228, p = 0.008), as was the path between MVPA and actual FMS (b = 0.214, p = 0.008). However, perceived FMS competence did not mediate the association between actual FMS and MVPA in the models. Conclusions: Our results showed evidence of reciprocal pathways between actual FMS and MVPA, reinforcing the need to simultaneously target both domains as part of broader developmental strategies, initiated in early childhood. Unlike emergent adolescence, perceptions of movement skill competence do not play a significant role in influencing the relationship between actual FMS proficiency and MVPA in this developmental period.

scholarly journals School-Time Movement Behaviors and Fundamental Movement Skills in Preschoolers: An Isotemporal Reallocation Analysis

2021 ◽  
pp. 003151252110131
Author(s):  
Clarice Maria de Lucena Martins ◽  
Cain Craig Truman Clark ◽  
Rafael Miranda Tassitano ◽  
Anastácio Neco de Souza Filho ◽  
Anelise Reis Gaya ◽  
...  
Keyword(s):  
Low Income ◽  
Motor Development ◽  
Compositional Analysis ◽  
Cross Sectional Study ◽  
Fine Motor ◽  
Cross Sectional ◽  
Movement Skills ◽  
School Time ◽  
Fundamental Movement Skills ◽  
Time Movement

Little is known of how reallocations of time spent in different movement behaviors during preschool might relate to preschoolers’ fundamental movement skills (FMS), a key predictor of later physical activity (PA). Thus, the aim of this study was to examine (a) whether preschoolers’ school-time movement was associated with their FMS and (b) the effects on FMS of reallocating time between PA and sedentary behavior (SB). This was a cross-sectional study, using intervention data with Brazilian low-income preschoolers. We observed Brazilian preschoolers of both sexes ( Mage = 4.5, SD = 0.8 years-old; 101boys) over 10 hours of school-time and objectively assessed their PA and SB with Actigraph wGT3X and their FMS with the Test of Gross Motor Development – Second Edition. We explored the associations between school-time movement behaviors and FMS and between reallocated school-time movement behaviors and FES using compositional analysis in R (version 1.40-1), robCompositions (version 0.92-7), and lmtest (version 0.9-35) packages. This isotemporal reallocation showed that, for manipulative skills, reallocating time (5, 10, and 15 minutes, respectively) from light PA to SB was associated with increasing skill (0.14, 0.28, and 0.42 FMS units), raising questions as to whether fine motor activity occurred during SB. Thus, school-time movement significantly predicted FMS, with a modest increase in SB, at the expense of light PA eliciting improved manipulative skills.

scholarly journals Effect of Novel Rhythmic Physical Activities on Fundamental Movement Skills in 3- to 5-Year-Old Children

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Xin Hu ◽  
Gui-ping Jiang ◽  
Zhong-qiu Ji ◽  
Bo Pang ◽  
John Liu
Keyword(s):  
Motor Development ◽  
Repeated Measures ◽  
Physical Activities ◽  
Sensitive Period ◽  
Control Group ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Before And After ◽  
Movement Parameters ◽  
Practice Methods

Based on traditional rhythmic physical activities (TRPA), we created novel rhythmic physical activities (NRPA). The purpose of this study was to verify the effectiveness of NRPA in improving children’s fundamental movement skills (FMS). 289 children (135 boys, 154 girls) from 3 to 5 years old were randomly divided into an experimental group and a control group. Tools of Test of Gross Motor Development-2, Tekscan instrument, and balance beam were to assess children’s FMS. Two-way repeated measures ANOVA was used to analyze and compare the changes in the related parameters of locomotor, manipulative, and balance movement skills before and after intervention ( groups × time ). NRPA performed significantly better than TRPA from pre- to posttest for FMS. Furthermore, NRPA had significantly higher posttest scores than TRPA. Therefore, NRPA could effectively promote the development of children’s FMS due to the concept of the sensitive period of motor development, the variability of movement parameters, and the incomplete repeatability of practice methods.

scholarly journals A Kinematic Analysis of Fundamental Movement Skills

2016 ◽  
Vol 25 (3-4) ◽  
pp. 261-275 ◽  
Author(s):  
Cain C. T. Clark ◽  
Claire M. Barnes ◽  
Mark Holton ◽  
Huw D. Summers ◽  
Gareth Stratton
Keyword(s):  
Internal Rotation ◽  
External Rotation ◽  
Three Dimensional ◽  
Rotation Velocity ◽  
Building Blocks ◽  
Mass Range ◽  
Centre Of Mass ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
The Relationship

Abstract Fundamental movement skills are considered the basic building blocks for movement and provide the foundation for specialized and sport-specific movement skills required for participation in a variety of physical activities. However, kinematic analyses of fundamental movement has not been performed. The aims of this study were to, (1) characterise the relationship between facets of fundamental movement and, (2) characterise the relationship between overall integrated acceleration and three-dimensional kinematic variables whilst performing fundamental movement skills. Eleven participants (10±0.8y, 1.41±0.07m, 33.4±8.6kg, body mass index; 16.4±3.1 kg·m2) took part in this study, had anthropometric variables recorded and performed a series of fundamental movement tasks, whilst wearing a tri-axial accelerometer and were recorded using a three-dimensional motion capture system. Maximum shoulder external rotation (°) and maximum shoulder internal rotation velocity (°.s−1) (r=0.86, p<0.001), mediolateral centre of mass range (cm) and centre of mass coefficient of variation (%) (r=0.83, p<0.001), maximum stride angle (°) in the jog and walk (r=0.74, p=0.01) and maximum sprint stride angle and maximum shoulder internal rotation velocity (°.s−1) (r=0.67, p<0.02) were significantly correlated. Maximum sprint stride angle (hip: r=0.96, p<0.001, ankle: r=0.97, p<0.001) and maximum internal rotation velocity (ankle: r=0.6, p=0.05) were significantly correlated to overall integrated acceleration. Overall integrated acceleration was comparable between participants (CV: 10.5), whereas three-dimensional variables varied by up to 65%. Although overall integrated acceleration was comparable between participants, three-dimensional variables were much more varied. Indicating that although overall activity may be correspondent, the characteristics of a child’s movement may be highly varied.

scholarly journals Do Children Accurately Estimate Their Performance of Fundamental Movement Skills?

2017 ◽  
Vol 5 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Gabriela Almeida ◽  
Carlos Luz ◽  
Rui Martins ◽  
Rita Cordovil
Keyword(s):  
Physical Education ◽  
Physical Activities ◽  
Motor Competence ◽  
Balance Beam ◽  
Actual Performance ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Different Levels ◽  
Walking Backward

An inaccurate perception of motor competence might compromise the engagement of children in physical activities and might be a problem in terms of safety in physical education classes or at playgrounds. The relationship between estimation and actual performance in children with different levels of performance in fundamental movement skills (FMS) was analyzed. Three hundred and three children (aged 6–10 years) were ranked according to their performance in FMS tasks: jumping, kicking, throwing, and walking backward (WB) on a balance beam. Tertiles were created for each task according to children’s performance. Before performing the tasks, children estimated their maximum performance. Absolute percent errors (i.e., deviation percentage from accurate estimations) and error tendency (i.e., frequency of underestimations, right judgments, or overestimations) were calculated. All performance groups tended to overestimate their skills at all tasks, except for the upper tertile group at the WB task (underestimation tendency). After controlling for age, children in the lower tertiles were consistently less accurate than children in the upper tertiles, exhibiting greater absolute percent errors for all the tasks. The overestimation tendency that was found might positively influence children’s engagement in physical activities, but unrealistic estimations might be a problem in terms of safety.

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