The Effectiveness of Two Interventions on Fundamental Movement Skill Proficiency Among a Cohort of Irish Primary School Children

2019 ◽  
Vol 7 (2) ◽  
pp. 153-179 ◽  
Author(s):  
Lisa E. Bolger ◽  
Linda A. Bolger ◽  
Cian O’Neill ◽  
Edward Coughlan ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Intervention Group ◽  
Primary School Children ◽  
Control School ◽  
Object Control ◽  
Fundamental Movement Skill ◽  
Group Time ◽  
And Control

This study examined the effectiveness of a physical activity (Year 1) and a multicomponent fundamental movement skill (FMS) (Year 2) intervention on primary school children’s FMS proficiency. Data were collected from 6- and 10-year-old cohorts from two intervention schools and age-matched groups from one control school, in south Ireland. In Year 1 (N = 187), intervention (n = 96) and control (n = 91) groups were children from senior infant (6-year-old cohort) and 4th class (10-year-old cohort). In Year 2 (N = 357), intervention (n = 195) and control (n = 162) groups were children from senior infant and 1st class (6-year-old cohort) and 4th and 5th classes (10-year-old cohort). FMS assessment was conducted across both academic years, using the Test of Gross Motor Development-2. Linear mixed models were used to investigate the effectiveness of each intervention, adjusting for age group. Following Year 1, the intervention group significantly improved locomotor proficiency (p < .05), with no changes in object-control or overall proficiency. No group-time interactions were found. Following Year 2, the intervention group significantly improved locomotor, object-control, and overall proficiency (p < .001). Group-time interaction effects were found for both subsets and overall FMS in favor of the intervention group (p < .001). FMS proficiency among primary school children was significantly greater following the multicomponent FMS intervention.

Age and Sex Differences in Fundamental Movement Skills Among a Cohort of Irish School Children

2018 ◽  
Vol 6 (1) ◽  
pp. 81-100 ◽  
Author(s):  
Lisa E. Bolger ◽  
Linda A. Bolger ◽  
Cian O’ Neill ◽  
Edward Coughlan ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Sex Differences ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Primary Schools ◽  
Primary School Children ◽  
Older Children ◽  
Object Control ◽  
Control Score ◽  
Age And Sex

The purpose of this study was to assess the fundamental movement skill (FMS) proficiency of Irish primary school children relative to age and sex. Data collected were baseline measures forProject Spraoi, a physical activity (PA) and nutrition-based intervention. Participants (N = 203) were senior infant (n = 102,Mage: 6.0 ± 0.4 years) and fourth class (n = 101,Mage: 9.9 ± 0.4 years) children from three primary schools in the south of Ireland. FMS testing was conducted using the Test of Gross Motor Development-2 (TGMD-2), assessing six locomotor and six object-control skills. Analysis of variance (ANOVA) was used to assess age and sex related differences in FMS proficiency. Older children scored significantly higher than younger children in both locomotor (p < .05) and object-control score (p < .05). Boys scored significantly higher than girls in object-control score (p < .05), while girls scored significantly higher in locomotor score (p < .05). FMS levels among Irish primary school children are similar to children worldwide, with age and sex differences evident. Early interventions, aimed at improving FMS, are warranted among Irish primary school aged children as greater proficiency is related to greater PA participation and numerous health benefits.

Perceived and Actual Movement Skill Competence: The Association Among Primary School Children in Hong Kong

2018 ◽  
Vol 6 (s2) ◽  
pp. S351-S365 ◽  
Author(s):  
Cecilia Hoi Sze Chan ◽  
Amy Sau Ching Ha ◽  
Johan Yau Yin Ng
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Correlation Coefficients ◽  
Primary School Children ◽  
Object Control ◽  
Self Confidence ◽  
Actual Movement ◽  
Objectively Measured

The purpose of this study was to examine the association between perceived and actual movement skill competence among primary school children in Hong Kong. Participants were 568 primary (P) school children (229 boys, 339 girls; Mage = 9.3 years, SD = 1.7). Children’s perceived skill competence was assessed using an identical format to that of Harter’s Self-Perception Profile for Children in the same 12 fundamental movement skills (FMS) objectively measured. The actual locomotor and object control skills were assessed using the Test of Gross Motor Development (2nd edition). Pearson’s correlation coefficients were calculated to examine the association between children’s perceived and actual movement skill competence separately for lower (P1–P3) and upper (P4–P6) grades. There was no association between students’ perceptions and actual FMS scores. MANCOVA results indicated that children in upper grades had significantly lower skill perceptions than their younger counterparts. Overall, boys had higher perceptions of object control skill than girls did. The findings indicate that many primary school children have inaccurate perceptions of their FMS competence. These misperceptions may lead to low self-confidence and to gradually opting out of sport and physical activity.

scholarly journals Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level

2021 ◽  
Vol 128 (2) ◽  
pp. 625-648
Author(s):  
Chelsey Lawson ◽  
Emma L. J. Eyre ◽  
Jason Tallis ◽  
Michael J. Duncan
Keyword(s):  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Assessment Tool ◽  
Lower Limbs ◽  
Primary School Children ◽  
Component Level ◽  
Behavioral Component ◽  
Fundamental Movement Skill ◽  
Targeted Interventions

Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children’s overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children’s FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7–10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.

Fundamental Movement Skill Proficiency and Health Among a Cohort of Irish Primary School Children

2019 ◽  
Vol 90 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Linda A. Bolger ◽  
Lisa E. Bolger ◽  
Cian O’Neill ◽  
Edward Coughlan ◽  
Seán Lacey ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Fundamental Movement Skill

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

2019 ◽  
Vol 16 (13) ◽  
pp. 2331 ◽  
Author(s):  
Mawar Siti Hajar ◽  
Hussein Rizal ◽  
Yee Cheng Kueh ◽  
Ayu Suzailiana Muhamad ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Factorial Anova ◽  
Significant Downward Trend ◽  
Brain Breaks ◽  
And Control

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student’s health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students’ motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors.

scholarly journals Usage of the Method of Child Training for Improving Lessons of Physical Education for Children of 9–10 Years

2020 ◽  
Vol 4(52) ◽  
pp. 23-29
Author(s):  
Liudmyla Shuba ◽  
◽  
Victoria Shuba ◽  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Training Methods ◽  
Control Groups ◽  
Circuit Training ◽  
School Year ◽  
And Control ◽  
Experimental Group

While exercising, there is a purposeful impact on the complex of body natural properties, which belongs to physical qualities of a person. Affecting physical qualities, under certain conditions, achieve a significant change of the level and direction of their development. In this regard, the aim of the research paper is to analyse the developed and scientifically grounded methods of circuit training for optimization of Physical Education lessons for primary school children. The Purpose of the Study – to elaborate and scientifically substantiate the training methods optimization of Physical Education lessons for primary school children. Research Organization, based on the fact, that 107 pupils of 9th–10th forms took part at the experiment. They were divided into experimental and control groups (experimental groups include 27 boys and 26 girls; control groups –28 boys and 26 girls). The experiment was attended by 9–10 year-old boys and girls that were included to the main medical group. Results.The chosen tests were informative in order to the dynamics detection of the developed methods and gave a positive growth for both groups (p <0,05; p <0,01). But the best result was shown by the experimental group. Due to the fact that during the methodology construction, not only the sensitive development, but also those aspects that would motivate the children before classes, were taken into consideration. Conclusions. Data, obtained during the methodology implementation of the circuit training, proved the effectiveness of our methods, that used during the school year as a modernized tool for increasing the level of physical preparedness of primary school children.

scholarly journals Assessment criteria of motor development of primary school children

2015 ◽  
Vol 21 (2) ◽  
pp. 138-141 ◽  
Author(s):  
Wojciech Roczniak ◽  
Magdalena Babuśka-Roczniak ◽  
Anna Roczniak ◽  
Robert Roczniak
Keyword(s):  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Primary School Children ◽  
Assessment Criteria

scholarly journals Prevalence of the common intestinal parasitic infections and predisposing factors among the asymptomatic primary school children in Finoteselam town, West Gojam Zone, Amhara region (Ethiopia).

2020 ◽  
Vol 8 (2) ◽  
pp. 173-188
Author(s):  
Maru Wassie Yenene ◽  
Abayneh Unasho Gandile
Keyword(s):  
Primary School ◽  
School Children ◽  
Intestinal Parasites ◽  
Parasitic Infection ◽  
Age Groups ◽  
Predisposing Factors ◽  
Primary School Children ◽  
Parasitic Infections ◽  
Intestinal Parasitic Infections ◽  
And Control

Background: Intestinal parasitic infections (IPIs) have been still quite common in developing countries including Ethiopia, particularly in children with low socio-economic and poor living conditions. Previous studies in Ethiopia have shown high burden of intestinal parasitic infections among the primary school children. The effective prevention and control of parasitic infections require research work based on the identification of intestinal parasites including associated predisposing factors. Objective: The aim of the present study was to investigate the prevalence of common intestinal parasitic infections and predisposing factors among the asymptomatic primary school children. Methods: A school based cross- sectional study was conducted from September, 2019- January, 2020 and a total of 422 asymptomatic primary school children were involved in the study. Specimens of the stool samples were examined using the standard parasite and ova method. Direct microscopy using saline and iodine wet mount preparation was used to examine the presence of eggs and larvae of helminthes and trophozoites and cysts of protozoan parasites and formalin ether concentration method was used for quality assurance. Structured questionnaires were also used to collect quantitative data on socio-demographic characteristics and predisposing factors. Analysis of the data was made manually using the thematic framework method including descriptive statistics. Results: Among the 422 students (aged 5-14 years) participated in the study, 245(58%) were positive for one or more intestinal parasites. Of the total infected participants, 192(45.5%) were single infections and 53(12.6%) were double infections identified. Seven types of intestinal parasitic infections were identified in the present study. The most prevalent parasite was Giardia lamblia 95(22.5%) followed by hook worm 58(13.7%). Age groups 5-9 years old were more infected, 173 (70.6%) than age groups 10-14 years old 72(29.4%). This result also showed parasitic infections were associated with predisposing factors related to infectious cycles. Concluding Remarks and Recommendations: The present study revealed that there was a high prevalence of intestinal parasitic infection among students in the targeted primary schools. Therefore, all stakeholders should give attention to raise awareness about the prevention and control mechanisms of intestinal parasitic infections. Moreover, the health services of the local government should develop a habit of mass public health education and deworming intervention to improve the level of parasitic infection and environmental hygiene in the study area.

Sign in / Sign up

Export Citation Format

Share Document