scholarly journals Physical Activity, Fundamental Motor Skill Development, And Self-regulation In Preschool-aged Children

2021 ◽  
Vol 53 (8S) ◽  
pp. 451-451
Author(s):  
Aaron P. Wood ◽  
Vince G. Nocera ◽  
Dawn P. Coe
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Skill Development ◽  
Self Regulation ◽  
Motor Skill Development ◽  
Preschool Aged Children

Motor Skills and Free-Living Physical Activity Showed No Association Among Preschoolers in 2012 U.S. National Youth Fitness Survey

2016 ◽  
Vol 124 (2) ◽  
pp. 321-328 ◽  
Author(s):  
Paul D. Loprinzi ◽  
Emily Frith
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Skill Level ◽  
Free Living ◽  
Activity Data ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Preschool Aged Children

Albeit limited, some emerging work, using convenience-based samples, has demonstrated that greater motor skill development is associated with higher physical activity among preschool-aged children. The purpose of this study was to evaluate this topic using data from the 2012 National Youth Fitness Survey that included 329 preschool-aged children (3–5 years). Parents proxy-reported their child’s physical activity, with motor skill level assessed from the Test of Gross Motor Development—Second Edition (TGMD2). Motor skill levels (Gross Motor Quotient, locomotor or object control) were not associated with preschool free-living physical activity in any analytic model. Thus, in this large sample of preschoolers, contrary to research with older children, motor skill level was not associated with physical activity. Findings are discussed in terms of study limitations of (a) a reliance on parent report of children’s physical activity levels and (b) the possibility that physical activity data within the national survey were too limited in range to show possible associations to motor skill development with higher levels of free-living physical activity in preschoolers.

scholarly journals Effects of Physical Activity on Children’s Motor Skill Development: A Systematic Review of Randomized Controlled Trials

2020 ◽  
Vol 2020 ◽  
pp. 1-14
Author(s):  
Daniel J. McDonough ◽  
Wenxi Liu ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Skill Development ◽  
Controlled Trials ◽  
Randomized Controlled ◽  
Motor Skill Development ◽  
Long Term Follow Up ◽  
Power Analyses

Objective. This systematic review synthesized current randomized controlled trials (RCTs) examining casual evidence regarding the effects of traditional and exergaming-based physical activity (PA) interventions on motor skill development in typically developed children (i.e., those aged 6-12 years). Methods. We adhered to the PRISMA-P statement and searched electronic databases (Medline, PsycInfo, Web of Science, PubMed, ERIC, Scopus, and SportDiscus) from inception through July 2020. We screened for peer reviewed RCTs published in English between 2000 and 2020 examining the effect of PA on motor skill development in healthy children. Results. A total of 25 RCTs were included, 20 (80%) of which reported significant improvements in children’s motor skill performance. Specifically, 18 studies examined traditional PA interventions and 7 studies examined exergaming-based PA interventions, 83% and 71% of which observed statistically significant improvements in children’s motor skill development, respectively. Conclusions. Findings support the causal evidence regarding the effects of PA on motor skill development in children. Notable limitations of this review included heterogeneity of measurement protocols and assessment tools used to test children’s motor skills across studies, a wide range of PA intervention dose across studies, and the lack of power analyses and long-term follow-up assessments in individual studies to discern appropriate sample sizes and long-term effectiveness, respectively. To further strengthen the evidence in this emerging field, we advocate for future RCTs to employ a priori power analyses, long-term follow-up measurements, and more exergaming-based interventions to allow for comparisons with traditional PA interventions, to explore the dose response and moderating relationships between PA and motor skill development in childhood, and to utilize homogenous assessment instruments to allow for more rigorous, quantitative syntheses.

Getting to know movement differently: Nurturing communicative, relational, and collective movement pedagogies with toddlers

2020 ◽  
pp. 1476718X2096983
Author(s):  
Nicole Land ◽  
Sanja Todorovic
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Skill Development ◽  
Status Quo ◽  
Pedagogical Documentation ◽  
Collective Movement ◽  
Motor Skill Development

We share moments from ongoing pedagogical inquiry work with toddler-aged children, where we explore together how we might tentatively create conditions for movement to happen outside of the familiar, dominant, status-quo referents of individualism and motor skill development that anchor much physical activity curricula. Sharing pedagogical documentation images and stories, we present three provocations that we moved through with children. We describe how through engaging these provocations together, we came to know movement as communicative, relational, and collective. We conclude by recounting a provocation we hoped would spur conditions for moving differently beyond our habitual taken-for-granted methods of moving together. As we spend time with three provocation stories, we work hard to raise questions and uncertainties and to share our intentions and responses, rather than presenting our activities as universalizable or easily implementable practices. Throughout the article, we engage with movement conditions and pedagogies as ethical and political concerns.

Systematic review of physical activity and health in the early years (aged 0–4 years)

2012 ◽  
Vol 37 (4) ◽  
pp. 773-792 ◽  
Author(s):  
Brian W. Timmons ◽  
Allana G. LeBlanc ◽  
Valerie Carson ◽  
Sarah Connor Gorber ◽  
Carrie Dillman ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cognitive Development ◽  
Motor Skill ◽  
Skill Development ◽  
Health Indicators ◽  
Psychosocial Health ◽  
Cardiometabolic Health ◽  
Skeletal Health ◽  
Motor Skill Development ◽  
Quality Evidence

The early years represent a critical period for promoting physical activity. However, the amount of physical activity needed for healthy growth and development is not clear. Using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework, we aimed to present the best available evidence to determine the relationship between physical activity and measures of adiposity, bone and skeletal health, motor skill development, psychosocial health, cognitive development, and cardiometabolic health indicators in infants (1 month – 1 year), toddlers (1.1–3.0 years), and preschoolers (3.1–4.9 years). Online databases, personal libraries, and government documents were searched for relevant studies. Twenty-two articles, representing 18 unique studies and 12 742 enrolled participants, met inclusion criteria. The health indicators of interest were adiposity (n = 11), bone and skeletal health (n = 2), motor development (n = 4), psychosocial health (n = 3), cognitive development (n = 1), and cardiometabolic health indicators (n = 3); these indicators were pre-specified by an expert panel. Five unique studies involved infants, 2 involved toddlers, and 11 involved preschoolers. In infants, there was low- to moderate-quality evidence to suggest that increased or higher physical activity was positively associated with improved measures of adiposity, motor skill development, and cognitive development. In toddlers, there was moderate-quality evidence to suggest that increased or higher physical activity was positively associated with bone and skeletal health. In preschoolers, there was low- to high-quality evidence on the relationship between increased or higher physical activity and improved measures of adiposity, motor skill development, psychosocial health, and cardiometabolic health indicators. There was no serious inconsistency in any of the studies reviewed. This evidence can help to inform public health guidelines. (PROSPERO registration: CRD42011001243)

scholarly journals Motor Skill Development and Youth Physical Activity: A Social Psychological Perspective

2020 ◽  
Vol 8 (2) ◽  
pp. 315-344
Author(s):  
Maureen R. Weiss
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Skill Development ◽  
Psychological Theory ◽  
Social Psychological ◽  
Youth Physical Activity ◽  
Motor Skill Development

Children and youth participate in physical activities to develop and demonstrate physical competence, attain social acceptance and approval, and experience enjoyment. Satisfying these motives enhances interest in sustaining physical activity, which contributes to improved motor skills, self-confidence, social relationships, and other positive outcomes. My essay explores motor skill development and youth physical activity through a social psychological lens and the benefits of integrating scientific knowledge from our respective fields to inform research and professional practice. Motor development and sport psychology researchers can collaborate to address critical issues related to motor and perceived competence and physical activity. I recommend five ways for integrating knowledge: (1) applying social psychological theory to guide research questions, (2) using more longitudinal designs, (3) using a variety of quantitative and qualitative methods, (4) designing studies on physical literacy, and (5) employing a positive youth development (PYD) approach for improving motor and social-emotional skills. These efforts can assist teachers, coaches, and parents in creating opportunities for youth to learn and improve fundamental motor and sport skills and to achieve feelings of competence, autonomy, relatedness, and joy for motivating a lifetime of physical activity.

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