scholarly journals Utilising active play interventions to promote physical activity and improve fundamental movement skills in children: a systematic review and meta-analysis

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Avril Johnstone ◽  
Adrienne R. Hughes ◽  
Anne Martin ◽  
John J. Reilly
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Meta Analysis ◽  
Active Play ◽  
Movement Skills ◽  
Fundamental Movement Skills

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.

scholarly journals Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 47 (10) ◽  
pp. 2045-2068 ◽  
Author(s):  
Kristin Wick ◽  
Claudia S. Leeger-Aschmann ◽  
Nico D. Monn ◽  
Thomas Radtke ◽  
Laura V. Ott ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Movement Skills ◽  
Fundamental Movement Skills

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 Relationship between Fundamental Movement Skills and Physical Activity in Preschool-aged Children: A Systematic Review

2020 ◽  
Vol 17 (10) ◽  
pp. 3566 ◽  
Author(s):  
Fei Xin ◽  
Si-Tong Chen ◽  
Cain Clark ◽  
Jin-Tao Hong ◽  
Yang Liu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Strong Evidence ◽  
Vigorous Physical Activity ◽  
Cochrane Library ◽  
Level Of Evidence ◽  
Close Link ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Preschool Aged Children

Preschool-aged children are in a critical period of developing fundamental movement skills (FMS). FMS have a close link with physical activity (PA). This study aimed to systematically review the associations between FMS and PA in preschool-aged children. Searching Cochrane Library, Web of Science, PubMed, ScienceDirect, and EBSCO (including SPORTDiscus, ERIC, and Academic Search Premier) was utilized to conduct a systematic review of the available literature. Studies were included if they examined associations between FMS and PA among typically developing children aged 3–6 years, published between January 2000 and April 2020. A total of 26 studies met the inclusion criteria, including 24 cross-sectional studies and two cohort studies. There was a strong level of evidence to support low to moderate associations between moderate to vigorous physical activity and components of FMS, specifically, the total FMS (r = 0.11–0.48, R2 = 16%–19%) and object control skill (r = 0.16–0.46, β = 0.28–0.49, R2 = 10.4%–16.9%). Similar associations were also found between the total physical activity and components of FMS, specifically, the total FMS (r = 0.10–0.45, R2 = 16%), locomotor skills (r = 0.14–0.46, R2 = 21.3%), and objective control skills (r = 0.16–0.44, β = 0.47, R2 = 19.2%). There was strong evidence that there is no significant association between light physical activity and FMS, specifically, total FMS and locomotor skills. The associations, including “stability skills–PA” and “locomotor skills–moderate to vigorous PA”, were uncertain due to insufficient evidence. Our findings provide strong evidence of associations between specific FMS components and a specific PA intensity. Future studies should consider using a longitudinal study design in order to explore the causal relationship between specific-intensity PA and the FMS subdomain.

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