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.

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.

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

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 The relationship of family characteristics, parental beliefs and parenting behaviours with the fundamental movement proficiency of primary school children in South East Wales

2020 ◽  
Vol 26 (4) ◽  
pp. 970-986
Author(s):  
Stuart Jarvis ◽  
Morgan Williams ◽  
Paul Rainer ◽  
John Saunders ◽  
Richard Mullen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Parental Beliefs ◽  
Family Characteristics ◽  
Primary School Children ◽  
Video Gaming ◽  
Positive Relationships ◽  
The Relationship

The aim of this study was to investigate the relationship between the fundamental movement skills (FMS) of primary school children and aspects of their home environment. Four-hundred-and-eighty-four primary school children were recruited to the study, consisting of 255 boys and 229 girls, aged between 9 and 11 years. Participants were assessed on eight different FMS and placed into different ability profiles according to the similarity of their FMS proficiencies. Four-hundred-and-eighty-four parent questionnaires were completed and matched to the profile membership of the participants. For boys, positive relationships were found between their FMS ability and the variables of parent–child interaction in video gaming, parental beliefs concerning the importance of social development, motor development and children’s participation in physical activity, parental awareness of their own child’s extracurricular participation in community sports clubs and physical activity preferences. For girls, positive relationships with FMS proficiency were found for parental beliefs concerning the importance of participation in physical activity for social function and the importance of participation in physical activity for learning rules. In the case of girls only, several family characteristics were also significantly related to FMS proficiency. These were the following: the involvement of members of the extended family in their before and after-school care provision; their parents’ employment status; and their mother’s physical activity participation. In conclusion, parental beliefs and behaviours have the potential to influence children’s FMS performance and their impact needs to be considered in any interventions to improve the FMS of children of primary school age.

scholarly journals Motor skills of primary school children: The differences compared to age

2020 ◽  
pp. 181-194
Author(s):  
Slobodan Pavlović ◽  
Dragan Marinković ◽  
Nebojša Mitrović
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Motor Development ◽  
Primary School Children ◽  
General Level ◽  
Significant Difference ◽  
Hand Tapping ◽  
The Individual

Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = 40 ± 5.3) girls. All examinees were the students from the territory of Zlatibor region and with the signed permission for performing testing by both parents. Motor skills have been estimated within school Physical Education, all with the purpose of getting more realistic picture on the motor skills of children. The presented results point to the existing differences between the groups of examinees of both genders on a general level, as well as the individual differences within the motor space. These differences are more noticeable with boys (F = 5.92; P = .00) than with girls (F = 4.79; P = .00). Statistically greater differences with boys have been noted in the following variables: "Hand tapping", "Hand clapping", "Throwing basketball ball", "the 30 m running flying start", "Pull-ups", and "Torso lift-ups". With girls, statistically significant difference have been notes in the following variables: "Throwing basketball ball", "the 30 m running flying start" and "Torso lift-ups". The value of this work is reflected in the fact that, during testing, a great number of tests were used for estimation of the examinees' motor space, all with the purpose of getting more complete picture on the existence of differences among the groups, categorised by gender and age. The importance of testing and perception of differences in motor skills and their monitoring presents one of the important activities during PE classes, all with the purpose of the adequate lesson programming, but also monitoring the motor development.

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 Differences in the Upper-Limb Coordination of Primary School Children

2020 ◽  
Vol 1 (116) ◽  
Author(s):  
Miljan Hadzovic ◽  
Predrag Ilic ◽  
Aleksandra Aleksic Veljkovic
Keyword(s):  
Primary School ◽  
Upper Limb ◽  
School Children ◽  
Motor Development ◽  
Body Height ◽  
Great Influence ◽  
Primary School Children ◽  
Third Grade ◽  
Medium Size ◽  
Limb Coordination

Background. Monitoring the abilities of typically developed children is very important.Methods. This study aimed to determine the levels and differences in motor coordination of the upper extremities between first and third-grade primary school children using the subtest of the Bruininks-Oseretsky Test (BOT-2). The sample included 79 healthy subjects of both sexes, chronological age ranging from seven to nine years, body height 134.51 ± 8.43 cm (Mean ± SD), bodyweight 33.01 ± 8.65 kg (Mean ± SD). The Mann–Whitney U test determined differences between groups, for the benefit of the group of third-grade subjects in all upper extremity coordination variables.Results. The results showed that differences in age and biological growth and development in young children in some variables of upper-limb coordination influenced medium size (2ULC, 6ULC, 7ULC), but in most of the variables examined they had great influence (1ULC. 3ULC, 4ULC, 5ULC, TULC) according to Cohen’s criterion.Conclusion. It can be concluded that well-organized and expertly guided physical activities, as well as regular testing of children when it comes to developing coordination, can influence early detection of movement difficulties and eliminate problems in acquiring new coordination skills, and thus create an appropriate base for engaging in sports activities while growing up. Keywords: motor development, coordination, physical education.

Sign in / Sign up

Export Citation Format

Share Document