Impact of the Run, Jump, Throw Program on Fundamental Motor Skills in School-Aged Children

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

Download Full-text

Differences of Fundamental Motor Skills Stunting and Non Stunting Preschool Children in Kindergarten in North Padang

IOP Conference Series Materials Science and Engineering ◽

10.1088/1757-899x/335/1/012131 ◽

2018 ◽

Vol 335 ◽

pp. 012131

Author(s):

A Komaini ◽

R Mardela

Keyword(s):

Preschool Children ◽

Motor Skills ◽

Fundamental Motor Skills

Download Full-text

Fundamental motor skills in the first year of school: Associations with prematurity and disability

European Journal of Adapted Physical Activity ◽

10.5507/euj.2017.001 ◽

2017 ◽

Vol 10 (1) ◽

pp. 3-9

Author(s):

Viviene Anne Temple ◽

Danielle Guerra ◽

Lizette Larocque ◽

Jeff R. Crane ◽

Erin Sloan ◽

...

Keyword(s):

Motor Skills ◽

First Year ◽

Fundamental Motor Skills

Download Full-text

A brief review on motor development: fundamental motor skills as a basis for motor skill learning

Brazilian Journal of Motor Behavior ◽

10.20338/bjmb.v15i5.257 ◽

2021 ◽

Vol 15 (5) ◽

pp. 342-355

Author(s):

Rodolfo N. Benda ◽

Nádia F. S. Marinho ◽

Marcelo G. Duarte ◽

Patrick C. Ribeiro-Silva ◽

Paloma R. Ortigas ◽

...

Keyword(s):

Motor Skills ◽

Motor Development ◽

Motor Performance ◽

Development Process ◽

Skill Learning ◽

Motor Skill Learning ◽

Motor Competence ◽

Fundamental Motor Skills ◽

Motor Activities ◽

The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

Download Full-text

Development of fundamental motor skills in children of a public school in the city of Sao Paulo

Brazilian Journal of Motor Behavior ◽

10.20338/bjmb.v9i1.53 ◽

2015 ◽

Vol 9 (1) ◽

Author(s):

Decio Rodrigues ◽

Eric Leal Avigo ◽

Jose Angelo Barela

Keyword(s):

Public School ◽

Motor Skills ◽

Motor Development ◽

Motor Skill ◽

Skill Development ◽

First Grade ◽

Chronological Age ◽

Gross Motor ◽

Fundamental Motor Skills ◽

Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of SÃ£o Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the childrenâ€™s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

Download Full-text

Embodiment and fundamental motor skills in eSports

Sport Ethics and Philosophy ◽

10.1080/17511321.2016.1159246 ◽

2016 ◽

Vol 10 (1) ◽

pp. 14-27 ◽

Cited By ~ 26

Author(s):

Ivo van Hilvoorde ◽

Niek Pot

Keyword(s):

Motor Skills ◽

Fundamental Motor Skills

Download Full-text

Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

International Journal of Behavioral Nutrition and Physical Activity ◽

10.1186/s12966-019-0902-6 ◽

2020 ◽

Vol 17 (1) ◽

Cited By ~ 4

Author(s):

Ada Kristine Ofrim Nilsen ◽

Sigmund Alfred Anderssen ◽

Kjersti Johannessen ◽

Katrine Nyvoll Aadland ◽

Einar Ylvisaaker ◽

...

Keyword(s):

Physical Activity ◽

Young Children ◽

Motor Skills ◽

Motor Development ◽

Mixed Model ◽

Linear Mixed Model ◽

Gross Motor ◽

Object Control ◽

Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

Download Full-text