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

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.

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Crawl Position Depends on Specific Earlier Motor Skills

Journal of Clinical Medicine ◽

10.3390/jcm10235605 ◽

2021 ◽

Vol 10 (23) ◽

pp. 5605

Author(s):

Ewa Gajewska ◽

Jerzy Moczko ◽

Mariusz Naczk ◽

Alicja Naczk ◽

Barbara Steinborn ◽

...

Keyword(s):

Motor Skills ◽

Supine Position ◽

Motor Development ◽

Motor Performance ◽

Qualitative Assessment ◽

Early Assessment ◽

Neurological Assessment ◽

Proper Position ◽

Starting Point ◽

The Relationship

Early assessment of motor performance should allow not only the detection of disturbances but also create a starting point for the therapy. Unfortunately, a commonly recognised method that should combine these two aspects is still missing. The aim of the study is to analyse the relationship between the qualitative assessment of motor development at the age of 3 months and the acquisition of the crawl position in the 7th month of life. A total of 135 children were enrolled (66 females). The analysis was based on physiotherapeutic and neurological assessment and was performed in the 3rd, 7th and 9th months of life in children, who were classified according to whether they attained the crawl position or not in the 7th month. Children who did not attain the crawl position in the 7th month did not show distal elements of motor performance at the age of 3 months and thus achieved a lower sum in the qualitative assessment. Proper position of the pelvis at the age of 3 months proved to be very important for the achievement of the proper crawl position at the 7th month. Failure to attain the crawl position in the 7th month delays further motor development. The proximal-distal development must be achieved before a child is able to assume the crawl position. Supine position in the 3rd month seemed more strongly related to achieving the crawl position than assessment in the prone position.

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Relación entre autopercepción de habilidades deportivas y destrezas fundamentales en adultos jóvenes (Relationship between perceived athletic abilities and fundamental skills in young-adults)

Retos ◽

10.47197/retos.v0i39.80590 ◽

2020 ◽

pp. 434-438

Author(s):

Judith Jiménez Díaz

Keyword(s):

Young Adults ◽

Motor Skills ◽

Correlation Technique ◽

Activity Levels ◽

Long Distance ◽

Motor Competence ◽

Fundamental Motor Skills ◽

Las Mujeres ◽

The Relationship ◽

Motor Perception

El objetivo del presente estudio fue examinar la relación entre la autopercepción de las habilidades deportivas y el desempeño en dos patrones básicos fundamentales, saltar a distancia y lanzar por encima del hombro, en personas adultas-jóvenes. Un total de 155 estudiantes universitarios, participaron de manera voluntaria. La percepción de las habilidades deportivas se evaluó utilizando la subescala del instrumento “Perfil de autopercepción para adultos”; además se les evaluó el desempeño en el patrón de saltar a distancia y lanzar por encima del hombro utilizando el “Instrumento para la evaluación de Patrones Básicos de Movimiento”. Al aplicar la técnica de correlación no paramétrica de Spearman, se encontró una relación significativa entre el patrón de saltar y la percepción de las habilidades deportivas (rho = .353; p< .001), no así para el patrón de lanzar (rho = .137; p< .089). Al examinar la relación por sexo, se encontró el mismo comportamiento en los hombres y las mujeres. Considerando, que la percepción motriz y la competencia motriz están relacionados con el nivel de actividad física, fortalecer estos factores, puede ser una estrategia para disminuir los niveles de sedentarismo en la población. Abstract. The aim of the present study was to examine the relationship between perceived athletic abilities and actual motor performance in two fundamental motor skills, jumping and throwing, in young-adults. A total of 155 university students volunteered to participate and were assessed in the perception of athletic abilities, using the subscale of the instrument "Self-perception Profile for Adults"; in addition, the performance in fundamental motor skills for long distance jump and over-arm throw was assessed using the “Test for Fundamental Motor Skills in Adults”. Using Spearman's non-parametric correlation technique, a significant relationship was found between jump and athletic abilities (rho = .353; p <.001), but not for throw (rho = .137; p <.089). When analyzing the relationship by sex, the same behavior was found in men and women. Considering that motor perception and motor competence are related to physical activity levels, strengthening these factors may be a strategy to decrease sedentary lifestyle levels in the population.

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Motor competence in fundamental motor skills and sport skill learning: Testing the proficiency barrier hypothesis

Human Movement Science ◽

10.1016/j.humov.2021.102877 ◽

2021 ◽

Vol 80 ◽

pp. 102877

Author(s):

Cicero L.A. Costa ◽

Maria T. Cattuzzo ◽

David F. Stodden ◽

Herbert Ugrinowitsch

Keyword(s):

Motor Skills ◽

Skill Learning ◽

Motor Competence ◽

Fundamental Motor Skills

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A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2019-0157 ◽

2020 ◽

pp. 1-10

Author(s):

Ali Brian ◽

Sally Taunton Miedema ◽

Jerraco L. Johnson ◽

Isabel Chica

Keyword(s):

Motor Skills ◽

Motor Development ◽

Developmental Trajectories ◽

Visual Impairments ◽

Physical Activity Behavior ◽

Underlying Mechanism ◽

Fundamental Motor Skills ◽

Gross Motor Development ◽

Preschool Aged Children ◽

Ball Skills

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.

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Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

Journal of Physical Activity and Health ◽

10.1123/jpah.2020-0296 ◽

2021 ◽

Vol 18 (3) ◽

pp. 318-324

Author(s):

Elnaz Emadirad ◽

Brad W.N. Temple ◽

Stephanie C. Field ◽

Patti-Jean Naylor ◽

Viviene A. Temple

Keyword(s):

Motor Skills ◽

Middle Childhood ◽

Motor Development ◽

Motor Skill ◽

Cross Sectional Study ◽

Physical Activities ◽

Cross Sectional ◽

Psychological Variables ◽

Skill Levels ◽

The Relationship

Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

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Pelaksanaan Layanan Bimbingan untuk Mengatasi Anak yang Malas Belajar

ISLAMIKA ◽

10.36088/islamika.v2i1.576 ◽

2020 ◽

Vol 2 (1) ◽

pp. 170-175

Author(s):

Astri Putri Adinda ◽

Annisa Nur Faizah Gaos ◽

Rina Siti Nur Fatimah

Keyword(s):

Motor Skills ◽

Motor Development ◽

Educational Psychology ◽

Teaching And Learning ◽

Reading Skills ◽

Development Process ◽

Intellectual Abilities ◽

Physical Abilities ◽

Is Development ◽

Teaching Learning

Teaching activities carried out by professional teachers are not only oriented towards the dimensions of the creative faculties, but are of the dimension and intention. Because in the perspective of educational psychology, teaching in principle means the process of teacher actions that make students learn. This behavior includes open behaviors such as reading skills (the realm of intention), closed nature such as thinking (the realm of copyright) and feeling (the realm of feeling) each teacher is responsible for determining the formulation of specific and general learning targets as goals of teaching and learning activities which must be achieved after the teaching-learning process activities are finished. The importance of learning, there are three forms of development that occur in every human being, namely motor development, that is development related to changes in physical abilities (motor skills), cognitive development, that is development related to intellectual abilities, social and moral development, namely the development process related to the process changes in the way each individual communicates or relates to others, both as individuals and as groups.

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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.

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Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

Fisioterapia em Movimento ◽

10.1590/1980-5918.032.ao12 ◽

2019 ◽

Vol 32 ◽

Author(s):

Glória Maria Vilella-Cortez ◽

Heloisa Helena Marrara Ferreira ◽

Geruza Perlato Bella

Keyword(s):

School Performance ◽

Motor Skills ◽

Motor Development ◽

Motor Performance ◽

Chronological Age ◽

General Motor ◽

Chi Square ◽

Poor School Performance ◽

Chi Square Test ◽

Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

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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.

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