scholarly journals Investigation Into the Relationship Between Adolescents’ Perceived and Actual Fundamental Movement Skills and Physical Activity

2018 ◽  
Vol 6 (s2) ◽  
pp. S424-S439 ◽  
Author(s):  
Bronagh McGrane ◽  
Danielle Powell ◽  
Sarahjane Belton ◽  
Johann Issartel
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Motor Development ◽  
Sport Participation ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Confidence Scale

Objectives: To explore the relationship between fundamental movement skill (FMS) competence, perceived FMS competence, and physical activity (PA) in adolescents. Methods: The Test of Gross Motor Development (TGMD), the TGMD 2nd Edition (TGMD-2), and the Victorian Skills manual were used to assess FMS competence (locomotor, object control, and stability). The Physical Self Confidence scale was used to assess perceived FMS competence (locomotor, object control, and stability). Moderate-to-vigorous intensity PA (MVPA) was measured via accelerometry. Multi-level modelling analyses was used to examine (i) actual FMS as the predictor and perceived FMS as the outcome, (ii) perceived FMS as the predictor and MVPA as the outcome, and (iii) actual FMS as the predictor and MVPA as the outcome. All analyses were completed for each subtest of FMS (locomotor, object control, and stability). Results: A total of 584 adolescents (boys n = 278) aged 12.82–15.25 years (M = 13.78, SD = .42) participated in this study. Actual stability was associated with perceived stability (p < .01) and MVPA (p < .05) in boys. This was not found true for girls; however, actual locomotor skills were associated with MVPA (p ≤ .05). Boys scored significantly higher than girls for FMS proficiency, perceived FMS, and MVPA (p < .05). Discussion: Gender differences may exist due to cultural gender differences in sport participation norms. Considering the magnitude of physical and psychological changes occurring during adolescence, it is recommended to track young people over time to better understand the relationship between perceived and actual FMS, as well as PA participation.

scholarly journals Relationships between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children

2009 ◽  
Vol 21 (4) ◽  
pp. 436-449 ◽  
Author(s):  
Dylan P. Cliff ◽  
Anthony D. Okely ◽  
Leif M. Smith ◽  
Kim McKeen
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Development ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Object Control ◽  
Gross Motor Development ◽  
Fundamental Movement Skills ◽  
Objectively Measured ◽  
The Relationship

Gender differences in cross-sectional relationships between fundamental movement skill (FMS) subdomains (locomotor skills, object-control skills) and physical activity were examined in preschool children. Forty-six 3- to 5-year-olds (25 boys) had their FMS video assessed (Test of Gross Motor Development II) and their physical activity objectively monitored (Actigraph 7164 accelerometers). Among boys, object-control skills were associated with physical activity and explained 16.9% (p = .024) and 13.7% (p = .049) of the variance in percent of time in moderate-to-vigorous physical activity (MVPA) and total physical activity, respectively, after controlling for age, SES and z-BMI. Locomotor skills were inversely associated with physical activity among girls, and explained 19.2% (p = .023) of the variance in percent of time in MVPA after controlling for confounders. Gender and FMS subdomain may influence the relationship between FMS and physical activity in preschool children.

scholarly journals Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 742
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Tara McLaughlin ◽  
Owen Mugridge ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Motor Development ◽  
Gross Motor ◽  
Object Control ◽  
Childhood Education ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Light Medium

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control 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.

Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children

2017 ◽  
Vol 124 (3) ◽  
pp. 584-600 ◽  
Author(s):  
Swarup Mukherjee ◽  
Lye Ching Ting Jamie ◽  
Leong Hin Fong
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Object Control ◽  
Gross Motor Development ◽  
Fundamental Movement Skills ◽  
Early School ◽  
Age Appropriate ◽  
Motivation To Participate

Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development–Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated “average” and “below average” for LOCO skills but “poor” and “below average” for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.

Girls From Socioeconomically Disadvantaged Schools Exhibit Greater Object Control Skills Than Girls From Schools on the Upper Levels of Socioeconomic Development

2019 ◽  
Vol 7 (3) ◽  
pp. 320-335
Author(s):  
Ross D. Neville ◽  
Fergal Lyons ◽  
Brendan Doyle ◽  
Kimberley D. Lakes
Keyword(s):  
Motor Development ◽  
Socioeconomic Development ◽  
Social Disadvantage ◽  
Socioeconomically Disadvantaged ◽  
Object Control ◽  
Gross Motor Development ◽  
Cohort Differences ◽  
Fundamental Movement Skills ◽  
Nested Structure ◽  
Status Data

This study compared fundamental movement skills (FMS) in children from schools on the lower and upper levels of socioeconomic status. Data were collected from 228 schoolchildren across five schools in Ireland. There were 147 children from schools of social disadvantage (Mage  = 7.67 [SD = 0.62] years; 55% boys) and 81 children from schools considered in the normal range for socioeconomic development (Mage  = 7.34 [SD = 0.26] years; 56% boys). FMS were assessed using the Test of Gross Motor Development–2. Mixed models were used to estimate differences in FMS, while controlling for the nested structure of the data and for sex, age, body mass index, and class size. There was a substantial sex×school interaction, with girls from schools of social disadvantage exhibiting greater object-control skills proficiency than their counterparts in schools on the upper tertiles of socioeconomic development (standardized effect size = 0.66 [±95% confidence limits, ±0.50]; p = .02). The suggestion that children from social disadvantage are delayed in FMS is unsupported in this cohort. Differences in the structure of physical education and types of sports undertaken by children in schools of social disadvantage in Ireland are considered as explanations for this departure from previous studies.

scholarly journals Does Perception of Motor Competence Mediate Associations between Motor Competence and Physical Activity in Early Years Children?

Sports ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 77 ◽  
Author(s):  
Charlotte Hall ◽  
Emma Eyre ◽  
Samuel Oxford ◽  
Michael Duncan
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Small Sample ◽  
Early Years ◽  
Motor Competence ◽  
Cross Sectional ◽  
Gross Motor Development ◽  
Study Methodology ◽  
The Relationship ◽  
Daily Total

Objectives: To examine if the relationship between physical activity (PA) and actual motor competence (MC) in British early years children is mediated by their perceived MC. Design: Cross-sectional convenience observational study. Methodology: MC was assessed with six locomotor skills (LC) and six object-control skills (OC) via the Test of Gross Motor Development-2. PA was measured via a wrist-worn triaxial accelerometer and PA grouped as daily total PA (TPA) and moderate-to-vigorous PA (MVPA). Perceived MC was assessed using the Pictorial Scale of Perceived Competence and Acceptance for Young Children. A total of 38 children (63% male; 37% female) aged between 3 and 6 years (5.41 ± 0.69) completed all assessments. Mediating impacts of perceived MC on the relationships between PA and MC were explored via backwards mediation regressions. Results: There were no mediating impacts of perceived MC on the relationship between PA and actual MC. Conclusions: The relationship between actual MC and PA is not mediated by perceived MC in a small sample of British early years childhood.

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 Gross motor development level among Kuala Pilah, Negeri Sembilan student

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yasminder Kaur Mahinderjit Singh ◽  
Denise Koh Choon Lian
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
Learning Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Significant Difference

Gross motor development is an essential factor for specific skills required in different sports. This study aimed at assessing the level of gross motor development of school children in the district of Kuala Pilah. The objectives of this study are to identify the level of locomotor and object control amongst the children in the area, identifying the different developments of gross motor skills amongst children based on their gender and identifying the different developments of gross motor skills amongst the children based on the location of the schools. This study is non-trivial as the development of gross motor control in children are significant for their involvement in sports, games and recreational activities. Failure to control motor skills may have an impact on the children in the context of their daily interactions, self-confidence, and learning ability. This study involves 160 children aged 7 years old pooled from 8 different primary schools. The data collected was analysed based on the TGMD (Test of Gross Motor development) and interpreted via the GMQ (Gross Motor Quotients). The result from the t-test suggests that there is no significant difference between the genders concerning the gross motor development of children in the district of Kuala Pilah. However, if was found that there is a significant differences between children of urban and rural schools based on the measured gross motor development. 

Comparison of computer assisted and traditional education programs on fundamental movement skills in children

2017 ◽  
Vol 4 (5) ◽  
pp. 76-83
Author(s):  
Mehmet Imamoglu ◽  
Mehmet Akif Ziyagil
Keyword(s):  
Motor Development ◽  
Traditional Education ◽  
Computer Assisted ◽  
Education Programs ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. Keywords: Locomotor, object control skills, children, TGMD-2.

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.

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