Thirteen-Year Trends in Child and Adolescent Fundamental Movement Skills

2013 ◽  
Vol 45 (10) ◽  
pp. 1965-1970 ◽  
Author(s):  
LOUISE L. HARDY ◽  
LISA BARNETT ◽  
PAOLA ESPINEL ◽  
ANTHONY D. OKELY
Keyword(s):  
Child And Adolescent ◽  
Movement Skills ◽  
Fundamental Movement Skills

Meaningful movement behaviour involves more than the learning of fundamental movement skills

2017 ◽  
Vol 39 (2) ◽  
pp. 5-20
Author(s):  
Niek Pot ◽  
Ivo van Hilvoorde ◽  
José Afonso ◽  
Jeroen Koekoek ◽  
Len Almond
Keyword(s):  
Movement Behaviour ◽  
Movement Skills ◽  
Fundamental Movement Skills

scholarly journals School-Time Movement Behaviors and Fundamental Movement Skills in Preschoolers: An Isotemporal Reallocation Analysis

2021 ◽  
pp. 003151252110131
Author(s):  
Clarice Maria de Lucena Martins ◽  
Cain Craig Truman Clark ◽  
Rafael Miranda Tassitano ◽  
Anastácio Neco de Souza Filho ◽  
Anelise Reis Gaya ◽  
...  
Keyword(s):  
Low Income ◽  
Motor Development ◽  
Compositional Analysis ◽  
Cross Sectional Study ◽  
Fine Motor ◽  
Cross Sectional ◽  
Movement Skills ◽  
School Time ◽  
Fundamental Movement Skills ◽  
Time Movement

Little is known of how reallocations of time spent in different movement behaviors during preschool might relate to preschoolers’ fundamental movement skills (FMS), a key predictor of later physical activity (PA). Thus, the aim of this study was to examine (a) whether preschoolers’ school-time movement was associated with their FMS and (b) the effects on FMS of reallocating time between PA and sedentary behavior (SB). This was a cross-sectional study, using intervention data with Brazilian low-income preschoolers. We observed Brazilian preschoolers of both sexes ( Mage = 4.5, SD = 0.8 years-old; 101boys) over 10 hours of school-time and objectively assessed their PA and SB with Actigraph wGT3X and their FMS with the Test of Gross Motor Development – Second Edition. We explored the associations between school-time movement behaviors and FMS and between reallocated school-time movement behaviors and FES using compositional analysis in R (version 1.40-1), robCompositions (version 0.92-7), and lmtest (version 0.9-35) packages. This isotemporal reallocation showed that, for manipulative skills, reallocating time (5, 10, and 15 minutes, respectively) from light PA to SB was associated with increasing skill (0.14, 0.28, and 0.42 FMS units), raising questions as to whether fine motor activity occurred during SB. Thus, school-time movement significantly predicted FMS, with a modest increase in SB, at the expense of light PA eliciting improved manipulative skills.

The importance of diversified physical activities in early childhood for later fundamental movement skills and physical activity level: a seven-year longitudinal study

2021 ◽  
Author(s):  
Paulina S. Melby ◽  
Peter Elsborg ◽  
Glen Nielsen ◽  
Rodrigo A. Lima ◽  
Peter Bentsen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Structural Equation Models ◽  
Experimental Studies ◽  
Physical Activities ◽  
School Intervention ◽  
Activity Level ◽  
Life Course Perspective ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Daily Physical Activities

Abstract Background: Research indicates that childhood fundamental movement skills (FMS) can predict physical activity (PA) later in life and it has been argued that frequently engaging in a wide diversity of physical activities will eventually improve children’s FMS. However, no longitudinal or experimental studies have confirmed this hypothesis. The aims of this study are to investigate the longitudinal associations between diversified physical activities at age six and later FMS and PA (age nine and 13). Furthermore, we explore to what extent the longitudinal association between diversified physical activity and PA is mediated by FMS.Methods: Longitudinal data from the Copenhagen School Intervention Studywere used for this analysis, where 704 participated (69% response rate). Diversified physical activity (self-reported), FMS (The Körperkoordinationstest für Kinder battery of postural stability and locomotor skills) and PA (accelerometer) were assessed in the children at age six, age nine and age 13. A total of 991 participated in at least one of the measure years. Two structural equation models were constructed, with diversified physical activity at age six and FMS and PA at age nine as predictors of PA and FMS at age 13. Results: The data from both models demonstrated good model fit. Diversified physical activity at six years of age was significantly associated with physical activity and FMS at age 13, when adjusting for sex, age, intervention, weight, height, and previous levels of PA and FMS. Diversified physical activity at age six was also positively associated with PA and FMS at age nine, which were, in turn, positively related to PA at age 13 but to a lesser degree than diversified PA at age six. The association between diversified physical activity at age six and PA at age 13 was not mediated by FMS at age nine. Conclusions: The results of this study indicate that diversified physical activity at age six is important for the development of FMS and PA in adolescence. Increasing the diversity of children’s daily physical activities, not only the amount and intensity, seems important for future PA behavior and thereby health promotion in a life course perspective.

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