Comparison of computer assisted and traditional education programs on fundamental movement skills in children

2017 ◽  
Vol 4 (5) ◽  
pp. 76-83
Author(s):  
Mehmet Imamoglu ◽  
Mehmet Akif Ziyagil
Keyword(s):  
Motor Development ◽  
Traditional Education ◽  
Computer Assisted ◽  
Education Programs ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. Keywords: Locomotor, object control skills, children, TGMD-2.

scholarly journals Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 742
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Tara McLaughlin ◽  
Owen Mugridge ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Motor Development ◽  
Gross Motor ◽  
Object Control ◽  
Childhood Education ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Light Medium

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

scholarly journals Asociación de la competencia en las habilidades motrices básicas con las actividades físico-deportivas extracurriculares y el índice de masa corporal en preescolares (Association of the fundamental movement skills competence with the extracurricular sport

Retos ◽  
2019 ◽  
pp. 33-39
Author(s):  
Pablo Garcia-Marin ◽  
Natalia Fernández-López
Keyword(s):  
Motor Development ◽  
Motor Competence ◽  
Control Scale ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Ex Post ◽  
Ex Post Facto ◽  
Group A

El objetivo del estudio fue analizar la competencia en las habilidades motrices básicas de preescolares gallegos y su grado de asociación con las actividades físico-deportivas extracurriculares y el IMC. Se utilizó un diseño ex post-facto descriptivo correlacional. La muestra estuvo compuesta por 92 niños (5.7±.4 años) y 68 niñas (5.8±.4 años). Los participantes fueron asignados al grupo (A) (n = 92) cuando realizaron un mínimo de dos horas a la semana de actividades físico-deportivas extracurriculares durante los últimos seis meses, o al grupo (B) (n = 68), si no cumplían con el requisito anterior. Las habilidades motrices fueron evaluadas con el Test of Gross Motor Development-2ª edition. El grupo (A) alcanzó mayor puntuación en el coeficiente motor grueso (p < .001), en la escala de habilidades locomotrices (p < .001), en la de control de objetos (p < .001) y en todas las habilidades, excluyendo la de galopar (p = .294). El IMC se asoció con la competencia motriz (p < .001) y con la participación en actividades físico-deportivas extracurriculares (p = .001). Además, correlacionó con el coeficiente motor grueso (p = .009), la escala de habilidades locomotrices (p = .017) y la de control de objetos (p = .018), así como con galopar (p < .001), saltar un obstáculo (p = .001) y chutar (p =.045). La práctica de actividades físico-deportivas extracurriculares se asoció con mejores niveles de competencia motriz y menores índices de sobrepeso y obesidad en los preescolares.Abstract: The aim of the study was to analyze the fundamental movement skills competence of the Galician preschoolers and its association with the extracurricular sports and the BMI. A correlational descriptive ex post facto design was used. The sample was composed by 92 boys (5.7±.4 years) and 68 girls (5.8±.4). Participants were included in group (A) (n = 92) when they were engaged in extracurricular sports a minimum of two hours/week over the past six months, or in group (B) (n =68), if they did not meet the previous condition. The fundamental movement skills were assessed with the Test of Gross Motor Development-2ª edition. Group (A) reached significatively more score in the gross motor quotient (p < .001), the locomotor scale (p < .001), the object control scale (p < .001) and in all the fundamental movement skills, excluding gallop (p = .294). BMI was associated with motor competence (p < .001) and extracurricular sports (p = .001). In addition, it was correlated with the gross motor quotient (p = .009), the locomotor scale (p = .017), the object control scale (p = .018), as well as with gallop (p < .001), leap (p =.001) and kick (p =.045). The practice of extracurricular sports was associated with better levels of motor competence and lower rates of overweight and obesity in the preschoolers.

scholarly journals Evaluation of Afterschool Activity Programs’ (ASAP) Effect on Children’s Physical Activity, Physical Health, and Fundamental Movement Skills

2021 ◽  
pp. 109019812110332
Author(s):  
Mitchell Crozier ◽  
Niko S. Wasenius ◽  
Kathryn M. Denize ◽  
Danilo F. da Silva ◽  
Taniya S. Nagpal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Aerobic Capacity ◽  
Motor Development ◽  
Comparison Group ◽  
Physical Literacy ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

Background Physical literacy-focused afterschool activity programs (ASAPs) can be an effective strategy to improve children’s health-related parameters. We sought to compare physical activity, body composition, aerobic capacity, and fundamental movement skills between physical literacy-focused ASAP and a standard recreational ASAP. Method A pre–post (6 months) comparison study was conducted in 5- to 12-year-old children in a physical literacy-focused ASAP (physical literacy group, n = 14) and children attending a standard recreational ASAP (comparison group, n = 15). Physical activity guideline adherence was assessed using accelerometry, body composition was analyzed using bioelectrical impedance, aerobic capacity was estimated using the Progressive Aerobic Cardiovascular Endurance Run test, and fundamental movement skills were evaluated using the Test of Gross Motor Development–2. Results There were no significant differences between groups at baseline. After 6 months, the physical literacy group exhibited a significant improvement in their total raw score for the Test of Gross Motor Development–2 ( p = .016), which was likely due to improvements in object control skills ( p = .024). The comparison group significantly increased body mass index ( p = .001) and body fat ( p = .009) over time. No significant between-group differences were found; however, there was a trend for improved aerobic capacity in the physical literacy group ( d = 0.58). Conclusions Engagement in the physical literacy-focused ASAP contributed to an attenuated increase in adiposity and an improvement in object control skills.

Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1259-1270 ◽  
Author(s):  
Dimitrios Karabourniotis ◽  
Christina Evaggelinou ◽  
George Tzetzis ◽  
Thomas Kourtessis
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
First Grade ◽  
Control Group ◽  
Testing Time ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Self Testing

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group ( n = 23 children) received the regular 12-wk. physical education school program and the Experimental group ( n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children

2017 ◽  
Vol 124 (3) ◽  
pp. 584-600 ◽  
Author(s):  
Swarup Mukherjee ◽  
Lye Ching Ting Jamie ◽  
Leong Hin Fong
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Object Control ◽  
Gross Motor Development ◽  
Fundamental Movement Skills ◽  
Early School ◽  
Age Appropriate ◽  
Motivation To Participate

Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development–Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated “average” and “below average” for LOCO skills but “poor” and “below average” for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.

Girls From Socioeconomically Disadvantaged Schools Exhibit Greater Object Control Skills Than Girls From Schools on the Upper Levels of Socioeconomic Development

2019 ◽  
Vol 7 (3) ◽  
pp. 320-335
Author(s):  
Ross D. Neville ◽  
Fergal Lyons ◽  
Brendan Doyle ◽  
Kimberley D. Lakes
Keyword(s):  
Motor Development ◽  
Socioeconomic Development ◽  
Social Disadvantage ◽  
Socioeconomically Disadvantaged ◽  
Object Control ◽  
Gross Motor Development ◽  
Cohort Differences ◽  
Fundamental Movement Skills ◽  
Nested Structure ◽  
Status Data

This study compared fundamental movement skills (FMS) in children from schools on the lower and upper levels of socioeconomic status. Data were collected from 228 schoolchildren across five schools in Ireland. There were 147 children from schools of social disadvantage (Mage  = 7.67 [SD = 0.62] years; 55% boys) and 81 children from schools considered in the normal range for socioeconomic development (Mage  = 7.34 [SD = 0.26] years; 56% boys). FMS were assessed using the Test of Gross Motor Development–2. Mixed models were used to estimate differences in FMS, while controlling for the nested structure of the data and for sex, age, body mass index, and class size. There was a substantial sex×school interaction, with girls from schools of social disadvantage exhibiting greater object-control skills proficiency than their counterparts in schools on the upper tertiles of socioeconomic development (standardized effect size = 0.66 [±95% confidence limits, ±0.50]; p = .02). The suggestion that children from social disadvantage are delayed in FMS is unsupported in this cohort. Differences in the structure of physical education and types of sports undertaken by children in schools of social disadvantage in Ireland are considered as explanations for this departure from previous studies.

Comparability of the Test of Gross Motor Development–Second Edition and the Test of Gross Motor Development–Third Edition

2020 ◽  
Vol 8 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Stephanie C. Field ◽  
Christina B. Esposito Bosma ◽  
Viviene A. Temple
Keyword(s):  
Middle Childhood ◽  
Motor Development ◽  
Repeated Measures ◽  
Reference Data ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Grade 5 ◽  
Grade 3 ◽  
Ball Skills

When a test is revised, it is important that test users are made aware of the comparability of scores of the new and the original test. We examined how scores on the Test of Gross Motor Development–Second Edition (TGMD-2) and Test of Gross Motor Development–Third Edition (TGMD-3) compared among children in middle childhood. Participants were 270 children recruited in grade 3 (54% female; Mage = 8 years 6 months) and followed through grade 5. Participants completed the skills of both tests. Subtest scores were converted into percent of maximum possible (POMP) scores to facilitate comparison. Although similar, uniformly the TGMD-3 POMP scores were slightly lower. Repeated measures analyses of variance revealed that locomotor subtest scores derived from both tests improved from grade 3 to grade 5, as did TGMD-3 assessed ball skills. However, there was no difference in TGMD-2 assessed object control skills over time. It appears that under-contribution by the underhand roll suppressed the trajectory of improvement of TGMD-2 assessed object control skills. This finding supports the exclusion of the roll from the TGMD-3. The consistent pattern of sex-based differences in TGMD-2 object control skill and TGMD-3 ball skills reinforces the need for male and female norm-reference data for ball skills.

scholarly journals Investigation Into the Relationship Between Adolescents’ Perceived and Actual Fundamental Movement Skills and Physical Activity

2018 ◽  
Vol 6 (s2) ◽  
pp. S424-S439 ◽  
Author(s):  
Bronagh McGrane ◽  
Danielle Powell ◽  
Sarahjane Belton ◽  
Johann Issartel
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Motor Development ◽  
Sport Participation ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Confidence Scale

Objectives: To explore the relationship between fundamental movement skill (FMS) competence, perceived FMS competence, and physical activity (PA) in adolescents. Methods: The Test of Gross Motor Development (TGMD), the TGMD 2nd Edition (TGMD-2), and the Victorian Skills manual were used to assess FMS competence (locomotor, object control, and stability). The Physical Self Confidence scale was used to assess perceived FMS competence (locomotor, object control, and stability). Moderate-to-vigorous intensity PA (MVPA) was measured via accelerometry. Multi-level modelling analyses was used to examine (i) actual FMS as the predictor and perceived FMS as the outcome, (ii) perceived FMS as the predictor and MVPA as the outcome, and (iii) actual FMS as the predictor and MVPA as the outcome. All analyses were completed for each subtest of FMS (locomotor, object control, and stability). Results: A total of 584 adolescents (boys n = 278) aged 12.82–15.25 years (M = 13.78, SD = .42) participated in this study. Actual stability was associated with perceived stability (p < .01) and MVPA (p < .05) in boys. This was not found true for girls; however, actual locomotor skills were associated with MVPA (p ≤ .05). Boys scored significantly higher than girls for FMS proficiency, perceived FMS, and MVPA (p < .05). Discussion: Gender differences may exist due to cultural gender differences in sport participation norms. Considering the magnitude of physical and psychological changes occurring during adolescence, it is recommended to track young people over time to better understand the relationship between perceived and actual FMS, as well as PA participation.

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