Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers

2018 ◽  
Vol 125 (4) ◽  
pp. 651-668 ◽  
Author(s):  
Lindsay Roach ◽  
Melanie Keats
Keyword(s):  
Free Play ◽  
Significant Interaction Effect ◽  
Active Play ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Optimal Intervention ◽  
Significant Difference ◽  
Play Groups ◽  
Positive Intervention

Fundamental movement skill interventions are important for promoting physical activity, but the optimal intervention model for preschool children remains unclear. We compared two 8-week interventions, a structured skill-station and a planned active play approach, to a free-play control condition on pre- and postintervention fundamental movement skills. We also collected data regarding program attendance and perceived enjoyment. We found a significant interaction effect between intervention type and time. A Tukey honest significant difference analysis supported a positive intervention effect showing a significant difference between both interventions and the free-play control condition. There was a significant between-group difference in group attendance such that mean attendance was higher for both the free-play and planned active play groups relative to the structured skill-based approach. There were no differences in attendance between free-play and planned active play groups, and there were no differences in enjoyment ratings between the two intervention groups. In sum, while both interventions led to improved fundamental movement skills, the active play approach offered several logistical advantages. Although these findings should be replicated, they can guide feasible and sustainable fundamental movement skill programs within day care settings.

scholarly journals Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children

2017 ◽  
Vol 124 (2) ◽  
pp. 393-412 ◽  
Author(s):  
J. D. Foulkes ◽  
Z. Knowles ◽  
S. J. Fairclough ◽  
G. Stratton ◽  
M. O’Dwyer ◽  
...  
Keyword(s):  
Motor Skills ◽  
Controlled Trial ◽  
Active Play ◽  
Play Intervention ◽  
Object Control ◽  
Fundamental Movement Skill ◽  
Fundamental Movement Skills ◽  
Skill Scores ◽  
Cluster Randomized

This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children’s Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

scholarly journals Feasibility of the Go2Play Active Play intervention for increasing physical and social development in children with intellectual disabilities

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Arlene McGarty ◽  
Nathalie Jones ◽  
Katie Rutherford ◽  
Sophie Westrop ◽  
Lara Sutherland ◽  
...  
Keyword(s):  
Physical Activity ◽  
Intellectual Disabilities ◽  
Social Interactions ◽  
Motor Development ◽  
Post Intervention ◽  
Active Play ◽  
Play Intervention ◽  
Movement Skills ◽  
School Based ◽  
Fundamental Movement Skills

Abstract Introduction An active play is designed to increase children’s physical activity levels and fundamental movement skills through outdoor play and is well-suited to the needs of children with intellectual disabilities. However, no active play interventions have included children with intellectual disabilities. This study aims to investigate the feasibility of a school-based active play intervention for children with intellectual disabilities. Method Children aged 7–12 years who had intellectual disabilities and were independently ambulatory were eligible. This single-group 17-week intervention was implemented in two additional support needs schools. It consisted of a weekly 1-h active play session incorporating 30 min of structured games and 30 min of free play. Feasibility of recruitment/retention, adherence, and outcome measures were investigated. Outcome measures included school-based physical activity (ActiGraph GT3X+ accelerometer), fundamental movement skills (Test of Gross Motor Development-2), and social interactions (Playground Observation of Peer Engagement). Staff feedback was collected via open-ended questionnaire. Feasibility was investigated using descriptive statistics and questionnaire data analyzed using thematic analysis. Potential pre-post changes were investigated for school-based physical activity, fundamental movement skills, and social interactions using paired samples t tests. The progression criteria were (1) > 50% of eligible participants recruited, (2) > 50% of recruited participants retained, (3) > 50% of active play sessions spent in MVPA, and (4) > 50% of participants complete outcome measurements. Results All progression criteria were met. Recruitment and retention rates were 100% (n=21 participants). Intervention adherence was high, based on data from n=1 school, with 90% of participants attending all sessions. Measuring physical activity using accelerometry and fundamental movement skills using the Test of Gross Motor Development-2 were feasible. The Playground Observation of Peer Engagement tool to measure social interactions was not feasible. The only significant increase post-intervention was for social interactions during structured play (pre–post mean difference: –1.46, 95% CI −1.99, −0.93). Staff feedback was positive with the intervention well received by schools and potential benefits post-intervention identified by teachers. Conclusion The Go2Play Active Play intervention is feasible for children with intellectual disabilities. Future research should further investigate feasibility and implementation on a larger scale using a pilot cluster randomised controlled trial. Trial registration ISRCTN registry: ISRCTN10277566.

Participation in active play of children who use lower extremity prostheses: An exploratory questionnaire

2018 ◽  
Vol 42 (4) ◽  
pp. 437-445 ◽  
Author(s):  
Cheryl Kerfeld ◽  
Tracy Jirikowic ◽  
Katheryn J Allyn ◽  
Murray E Maitland
Keyword(s):  
Lower Extremity ◽  
Built Environments ◽  
Mobility Limitations ◽  
Cross Sectional ◽  
Active Play ◽  
School Aged Children ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Participation Restrictions ◽  
Psychosocial Benefits

Background: Through play, children develop motor, cognitive, social, and other life skills. Play barriers can impede physical and psychosocial benefits. Objectives: We describe participation in active play, fundamental movement skills, play environment characteristics, and potential play barriers for school-aged children (6–12 years) who use lower extremity prostheses. Study design: Cross-sectional questionnaire study. Methods: A questionnaire was developed and administered online to parents of children 6–12 years who use lower extremity prostheses. Questions focused on children’s valued play activities, participation in active play, fundamental movement skills, body positions for play, and characteristics of play environments. Results: Parents (n = 26) reported their children who use lower extremity prostheses participated in a range of activities including active play (e.g. playgrounds, swimming). Fundamental movement skill limitations were identified (e.g. walking long distances, running fast, hopping on one foot, and skipping). Mobility limitations with floor positions, movement transitions, and uneven or sloped surfaces were reported. Active play with equipment such as roller skating, climbing structures, and bicycling presented challenges. Conclusion: Parents of children who use lower extremity prostheses reported participation restrictions associated with mobility limitations, activity type, and built environment characteristics (e.g. surfaces and equipment). Challenges made it difficult for children who use lower extremity prostheses to keep up with peers in schools and communities. Clinical relevance Understanding potential barriers to participation in active play of children who use lower extremity prostheses may contribute to enhanced prosthetic design, rehabilitation strategies, universal design of play and built environments, and improved outcome measures ultimately enabling these children to participate fully in active play in diverse contexts.

Peer-to-Peer Learning: The Impact of Order of Performance on Learning Fundamental Movement Skills Through Video Analysis With Middle School Children

2021 ◽  
pp. 1-11
Author(s):  
Anna Thacker ◽  
Jennifer Ho ◽  
Arsalan Khawaja ◽  
Larry Katz
Keyword(s):  
Middle School ◽  
Video Analysis ◽  
Peer Learning ◽  
Learning Model ◽  
Peer To Peer ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Body Roll ◽  
The Impact

Purpose: Through video analysis, this paper explores the impact that order of performance has on middle school students’ performance of fundamental movement skills within a peer-to-peer learning model. Order of performance refers to the order in which a student performed a skill while paired up with a peer. Method: Using a mobile application, Move Improve®, 18 students (eight males and 10 females) completed a standing jump and hollow body roll in partners assigned to order of performance (evaluator/performer). An independent samples t test was conducted to evaluate the differences in the mean scores between students who performed first and those who performed second for each skill. Results: There was a significant difference in standing jump scores (p < .01), where students who performed second had a higher average score than their peers who went first. Although not statistically significant (p = .293), results for hollow body roll also showed a similar performance pattern for students who went second compared with those who performed first. Conclusion: The order of performance within a peer-to-peer learning model may have a significant effect on performance scores for standing jump but not for hollow body roll. Reasons for the discrepancy may be due to a combination of skill familiarity, skill complexity, and training of observational learning.

Relationship of Cardiorespiratory Endurance to Fundamental Movement Skill Proficiency among Adolescents

2001 ◽  
Vol 13 (4) ◽  
pp. 380-391 ◽  
Author(s):  
Anthony D. Okely ◽  
Michael L. Booth ◽  
John W. Patterson
Keyword(s):  
New South ◽  
Object Control ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
South Wales ◽  
Activity Survey ◽  
Relationship Of ◽  
Cardiorespiratory Endurance ◽  
Grade 8

This study investigated a possible relationship between cardiorespiratory endurance and fundamental movement skill proficiency among adolescents. Locomotor (run and jump) and object-control (catch, throw, kick, and strike) skills and cardiorespiratory endurance, indirectly measured using the Multistage Fitness Test (MFT) or PACER, were assessed in 2,026 boys and girls in Grade 8 (mean age = 13.3 years) and Grade 10 (mean age = 15.3 years), who were part of a randomly selected sample who agreed to participate in the New South Wales Schools Fitness and Physical Activity Survey, 1997. Boys had higher levels of cardiorespiratory endurance and were more competent than girls on 5 out of 6 skills. Grade 10 students were better on all skills and were aerobically fitter than Grade 8 students. All six skills and a skills index were related to the number of laps completed on the MFT. The six skills explained 20% and 26% of the variance in the number of laps completed on the MFT for Grade 8 and Grade 10 girls, respectively, and 12% and 17% for Grade 8 and Grade 10 boys, respectively. This finding can be interpreted as evidence of a relationship between cardiorespiratory endurance and fundamental movement skills among adolescents. Further studies are recommended to determine if improved movement skills in adolescents can promote cardiorespiratory endurance.

scholarly journals Utilising active play in schools to improve physical activity and fundamental movement skills in Scottish children

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Body Movement ◽  
Lessons Learned ◽  
After School ◽  
Active Play ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Intensity Physical Activity ◽  
Total Body ◽  
School Period

It is widely accepted that children in Scotland, as in other high-income countries, are not engaging in sufficient moderate-to-vigorous intensity physical activity (MVPA), the consequences of which can be adverse for health and wellbeing. In this paper, it is contended that active play (a form of gross motor or total body movement in which children exert energy in a freely chosen, fun, and unstructured manner) has potential to redress this deficit in MVPA. This paper reflects on lessons learned from active play interventions in Scottish schools, providing recommendations for schools on how to encourage more active play. It is argued that promoting active play during school break times and in the after-school period, and participating in active play interventions are promising ways of increasing children’s MVPA and improving their fundamental movement skills.

scholarly journals Effect of Teaching Fundamental Movement Skills with an Inquiry-Based Instructional Model on Perceived Motor Competence

2021 ◽  
Vol 6 (2) ◽  
pp. 506
Author(s):  
Meral Demir ◽  
Mümine Soytürk ◽  
Özden Tepeköylü Öztürk
Keyword(s):  
Male Students ◽  
Control Group ◽  
Instructional Model ◽  
Motor Competence ◽  
Movement Skills ◽  
Fifth Grade Students ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction

The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.

scholarly journals Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 161
Author(s):  
Fay Grainger ◽  
Alison Innerd ◽  
Michael Graham ◽  
Matthew Wright
Keyword(s):  
Strength Training ◽  
Primary Schools ◽  
Skill Training ◽  
P Value ◽  
Countermovement Jump ◽  
Minimum Threshold ◽  
Physically Active ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills

Competence in fundamental movement skills is essential to enable children to be physically active. We investigated the effect of an integrated fundamental movement skill with a strength training intervention on children’s fundamental movement skills. Seventy-two (53% female) 10- to 11-year-old children from three primary schools assented to take part in this study (87% compliance). Schools were randomly allocated to a control (no intervention; n = 21), fundamental movement skill (FMS) (n = 18) or FMS and strength (FMS+; n = 20) group. Interventions were delivered twice weekly for four weeks, in addition to normal physical education. FMS competence was measured through the Canadian agility and movement skills assessment (CAMSA) (product-process) and through countermovement jump (CMJ) and 40-m sprint tests (product). Improvements were observed in the CAMSA in both FMS (4.6, 95% confidence intervals 2.9 to 6.4 Arbitrary Units (AUs), second-generation p-value (pδ) = 0.03) and FMS+ (3.9, 2.1 to 5.3 AU, pδ = 0.28) with no difference beyond our minimum threshold of 3 AU observed between these intervention groups (pδ = 1). Clear improvements in CMJ were observed in FMS+ relative to the control (25, 18 to 32%, pδ = 0) and FMS groups (15, 6.1 to 24%, pδ = 0). These preliminary data suggest combined FMS and strength training warrants further investigation as a tool to develop fundamental movement skills in children.

Sign in / Sign up

Export Citation Format

Share Document