Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention

2020 ◽  
Vol 8 (3) ◽  
pp. 569-579
Author(s):  
Kara K. Palmer ◽  
Danielle Harkavy ◽  
Sarah M. Rock ◽  
Leah E. Robinson
Keyword(s):  
Sex Differences ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Repeated Measures ◽  
Motor Program ◽  
Fundamental Motor Skills ◽  
Girls On The Run ◽  
Before And After ◽  
Preschool Boys

Purpose: Motor skill interventions are effective for improving young children’s fundamental motor skills, but less is known regarding if boys and girls equally benefit from these interventions. The purpose of this study was to compare changes in preschool-aged boys’ and girls’ fundamental motor skills across an intervention. Methods: Sixty-eight children (Mage = 4.4 years, SD = 0.44) participated in the study and completed the Test of Gross Motor Development 2nd Edition before and after a 600-minute Children’s Health Activity Motor Program (CHAMP) intervention. All girls’ (n = 27) and a random subsample of boys’ (n = 27) total, locomotor subtest, object control skill subtests, and individual skills were compared before (pre) and after (post) CHAMP. Potential sex differences in treatment effects were examined by sex by treatment interactions from repeated measures ANOVA, and potential sex differences in individual skills before, after, and across (change) were examined using MANOVAs. Results: Boys and girls had similar motor skills before and after the intervention. Boys and girls had higher scores at posttest, and CHAMP was equally effective for boys and girls. Boys outperformed girls on the run and kick (p < .05) at posttest. Conclusion: Findings support that CHAMP improves skills for both preschool boys and girls.

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

scholarly journals What are Fundamental Motor Skills and What is Fundamental About Them?

2020 ◽  
Vol 8 (2) ◽  
pp. 280-314 ◽  
Author(s):  
Karl M. Newell
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Movement Pattern ◽  
Healthy Population ◽  
Upright Posture ◽  
Learning And Development ◽  
Fundamental Motor Skills ◽  
Object Interaction ◽  
Perceptual Motor Skills

A review and synthesis of the literature on the learning and development of motor skills supports the postulation that whether a motor skill can be deemed fundamental is dependent on the collective presence of three conditions: (i) uniqueness to the movement pattern and/or outcome; (ii) near universality of the functional outcome in the healthy population; (iii) capacity to act as an antecedent influence supporting generalization to a large and broad set of perceptual-motor skills. Within this framework, it is proposed that the infant motor development sequence underpinning upright posture (e.g., sitting, bipedal standing), locomotion (e.g., walking, running), and object-interaction (e.g., grasping) represents the minimum set of fundamental motor skills from which all other skills evolve with over the lifespan. This position is in contrast to the views of many students of motor development and learning who describe numerous skills that typically emerge in the ∼2- to 18-year-old range as fundamental but do not meet the criteria outlined here to be fundamental. It is proposed that these be labeled as core developmental activities having a more restricted but still practically relevant influence on the acquisition of and generalization to other motor skills.

scholarly journals Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

2021 ◽  
Vol 18 (11) ◽  
pp. 5990
Author(s):  
Kara K. Palmer ◽  
Michael A. Nunu ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Before And After ◽  
Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

Dose–Response Relationship: The Effect of Motor Skill Intervention Duration on Motor Performance

2017 ◽  
Vol 5 (2) ◽  
pp. 280-290 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Sean K. Meehan
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Motor Program ◽  
Control Group ◽  
Treatment Groups ◽  
Time Treatment ◽  
Before And After ◽  
Motor Skill Intervention ◽  
Post Hoc

Background:This study examined the effects of three different treatment doses of a motor skill intervention (the Children’s Health Activity Motor Program [CHAMP]) on changes in preschoolers’ motor performance.Methods:Onehundred and nine children were divided into one of four groups: control and three CHAMP dosage groups: T1, 660 min; T2, 720 min; or T3, 900 min. Motor performance was assessed before and after the intervention using the Test of Gross Motor Development, 2nd Edition (TGMD-2). We used a 2 (time) × 4 (treatment) mixed-measures ANOVA to determine interaction and main effects. Significant interactions were decomposed using separate one-way between groups ANOVAs at each time point followed by Tukey’s post hoc tests.Results:Results revealed a significant time × treatment interaction (F3, 100 = 16.79; p < .001). There were no differences across treatment groups before the intervention (F3, 100 = .075, p < .90), but after the intervention the control group had significantly lower TMGD-2 scores compared with all three CHAMP intervention groups (F3, 100 = 9.92, p < .001, all post hoc tests, p < .001). Posttreatment differences can be attributed to greater improvements in motor performance following the CHAMP intervention regardless of specific dosage.Conclusions:Motor performance scores for all children who completed CHAMP significantly improved.

scholarly journals The Gross Motor Skill Differences Between Preschool Boys and Girl

2020 ◽  
Vol 3 (3) ◽  
pp. 115-120
Author(s):  
Nurul Arifiyanti
Keyword(s):  
Human Development ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Validity And Reliability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
Preschool Boys ◽  
Gross Motor Skill

Every stage in human development has different phase. Not only in every stage but also in gender, motor skill has their own characteristics. Moreover, there is a question of the validity and reliability of some tests used by the researcher. The study was conducted in Purworejo, Jawa Tengah, Indonesia. A total of 82 children enrolled in this study, including 12 children aged between 3-4 years, 36 children aged between 4 and 5 years, and 34 children aged between 5 and 6 years. The test of gross motor development-second (TGMD-2) edition was used to evaluate gross motor skill. Independent T-test was used to analyzed the final result. The findings of this study demonstrated that the boys have higher gross motor skills performance than the girls. The school can use this fact to plan curriculum that not based in gender. School must be a campaign system for gender equality

An Intervention-Related Comparison of Preschoolers’ Scores on the TGMD-2 and TGMD-3

2021 ◽  
pp. 003151252110132
Author(s):  
Kara K. Palmer ◽  
Katherine M. Chinn ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Concordance Correlation ◽  
Object Control ◽  
Gross Motor Development ◽  
Before And After ◽  
Motor Skill Intervention ◽  
Percentile Scores ◽  
Level Of Agreement

This study compared preschoolers’ fundamental motor skills (FMS) on the Test of Gross Motor Development 2nd and 3rd editions (TGMD-2 and TGMD-3) before (pretest) and after (posttest) a motor skill intervention. This study also compared FMS changes (TGMD raw and percentile scores for total score, and locomotor and object control/ball subscales) across the intervention when FMS were measured using the two editions. Sixty-four preschoolers ( Mage = 4.4, SD = 0.44 years) completed the TGMD-2 and TGMD-3 before and after a motor skill intervention. We determined the level of agreement between assessments using intra-class correlations (ICC), Lin’s Concordance Correlation Coefficient, and Bland-Altman plots. Overall, our results support an acceptable relative agreement between the TGMD-2 and TGMD-3 for raw scores, but there were variable strengths of agreement (by subscales) for percentile scores. Both assessments supported the efficacy of the intervention. This consistent demonstration of efficacy but varied strength of agreement suggests that the TGMD-2 and TGMD-3 are similar but not interchangeable.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

2021 ◽  
Vol 18 (3) ◽  
pp. 318-324
Author(s):  
Elnaz Emadirad ◽  
Brad W.N. Temple ◽  
Stephanie C. Field ◽  
Patti-Jean Naylor ◽  
Viviene A. Temple
Keyword(s):  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Motor Skill ◽  
Cross Sectional Study ◽  
Physical Activities ◽  
Cross Sectional ◽  
Psychological Variables ◽  
Skill Levels ◽  
The Relationship

Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

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 brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

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