scholarly journals SCHOOL-TIME MOVEMENT BEHAVIOURS AND FUNDAMENTAL MOVEMENT SKILLS IN PRESCHOOLERS: AN ISOTEMPORAL REALLOCATION ANALYSIS

2021 ◽  
Author(s):  
Clarice Martins ◽  
Cain Craig Truman Clark ◽  
Rafael Tassitano ◽  
Anastácio Souza Filho ◽  
Anelise Reis Gaya ◽  
...  
Keyword(s):  
Low Income ◽  
Intervention Study ◽  
Compositional Analysis ◽  
Fixed Duration ◽  
Cross Sectional ◽  
Movement Skills ◽  
School Time ◽  
Fundamental Movement Skills ◽  
Time Movement ◽  
Activity Behaviour

<p><b>ABSTRACT</b></p> <p><b>BACKGROUND:</b> Little is known on how relocations of time spent in different movement behaviours during pre-school hours could relate to preschooler’s fundamental movement skills (FMS), a key predictor of later physical activity (PA). Thus, the aim of this study was to examine whether the school-time composition was associated with FMS; and to investigate predicted differences in FMS when a fixed duration of time was reallocated from one activity behaviour to another in preschool children. <b>METHODS:</b> A cross-sectional representative data of an intervention study with Brazilian low-income preschoolers. Two hundred and four preschoolers of both sexes (4.5±0.8 years-old; 101boys) provided 10 hours of school-time objectively assessed PA and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS assessments (TGMD-2). Association of school-time composition of movement behaviuors with FMS and its reallocations during school-time was explored using compositional analysis in R (version 1.40-1), robCompositions (version 0.92-7), and lmtest (version 0.9-35) packages. <b>RESULTS:</b> The isotemporal reallocation showed that for manipulative skills, an increasing pattern was observed (0.14, 0.28, and 0.42-units) when reallocating 5, 10 and 15 minutes, respectively, from light PA to SB. <b>CONCLUSIONS:</b> The current study highlights that school-time composition is a significant predictor of FMS. Moreover, a modest increase in SB, at the expense of LPA, during the school-time may elicit a positive change in manipulative skills. </p>

scholarly journals SCHOOL-TIME MOVEMENT BEHAVIOURS AND FUNDAMENTAL MOVEMENT SKILLS IN PRESCHOOLERS: AN ISOTEMPORAL REALLOCATION ANALYSIS

2021 ◽  
Author(s):  
Clarice Martins ◽  
Cain Craig Truman Clark ◽  
Rafael Tassitano ◽  
Anastácio Souza Filho ◽  
Anelise Reis Gaya ◽  
...  
Keyword(s):  
Low Income ◽  
Intervention Study ◽  
Compositional Analysis ◽  
Fixed Duration ◽  
Cross Sectional ◽  
Movement Skills ◽  
School Time ◽  
Fundamental Movement Skills ◽  
Time Movement ◽  
Activity Behaviour

<p><b>ABSTRACT</b></p> <p><b>BACKGROUND:</b> Little is known on how relocations of time spent in different movement behaviours during pre-school hours could relate to preschooler’s fundamental movement skills (FMS), a key predictor of later physical activity (PA). Thus, the aim of this study was to examine whether the school-time composition was associated with FMS; and to investigate predicted differences in FMS when a fixed duration of time was reallocated from one activity behaviour to another in preschool children. <b>METHODS:</b> A cross-sectional representative data of an intervention study with Brazilian low-income preschoolers. Two hundred and four preschoolers of both sexes (4.5±0.8 years-old; 101boys) provided 10 hours of school-time objectively assessed PA and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS assessments (TGMD-2). Association of school-time composition of movement behaviuors with FMS and its reallocations during school-time was explored using compositional analysis in R (version 1.40-1), robCompositions (version 0.92-7), and lmtest (version 0.9-35) packages. <b>RESULTS:</b> The isotemporal reallocation showed that for manipulative skills, an increasing pattern was observed (0.14, 0.28, and 0.42-units) when reallocating 5, 10 and 15 minutes, respectively, from light PA to SB. <b>CONCLUSIONS:</b> The current study highlights that school-time composition is a significant predictor of FMS. Moreover, a modest increase in SB, at the expense of LPA, during the school-time may elicit a positive change in manipulative skills. </p>

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.

Do Irish Adolescents Have Adequate Functional Movement Skill and Confidence?

2018 ◽  
Vol 6 (s2) ◽  
pp. S301-S319 ◽  
Author(s):  
Wesley O’Brien ◽  
Michael J. Duncan ◽  
Orlagh Farmer ◽  
Diarmuid Lester
Keyword(s):  
Gender Differences ◽  
Intervention Strategies ◽  
Functional Movement Screen ◽  
Cross Sectional ◽  
Functional Movement ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Actual Movement ◽  
Low Levels ◽  
Mixed Gender

Recent research has shown that post-primary Irish youth are insufficiently active and fail to reach a level of proficiency across basic fundamental movement skills. The purpose of the current research was to gather cross-sectional data on adolescent youth, differentiated by gender, specifically to inform the development of a targeted movement-oriented intervention. Data were collected on adolescents (N = 219; mean age : 14.45 ± 0.96 years), within two, mixed-gender schools. Data collection included actual and perceived movement measurements comprised of fundamental movement skills, the functional movement screen, perceived movement confidence, and perceived functional confidence. Overall, levels of actual mastery within fundamental and functional movement were low, with significant gender differences observed. Adolescent males scored higher in the overall fundamental movement skill domain (male mean score = 70.87 ± 7.05; female mean score = 65.53 ± 7.13), yet lower within the functional movement screen (male mean score = 13.58 ± 2.59), in comparison to their female counterparts (female mean score = 14.70 ± 2.16). There were high levels of perceived confidence reported within fundamental and functional movement scales. Future intervention strategies should combat the low levels of actual movement skill proficiency, while identifying the reasons for higher perceived movement confidence within adolescents.

Participation in active play of children who use lower extremity prostheses: An exploratory questionnaire

2018 ◽  
Vol 42 (4) ◽  
pp. 437-445 ◽  
Author(s):  
Cheryl Kerfeld ◽  
Tracy Jirikowic ◽  
Katheryn J Allyn ◽  
Murray E Maitland
Keyword(s):  
Lower Extremity ◽  
Built Environments ◽  
Mobility Limitations ◽  
Cross Sectional ◽  
Active Play ◽  
School Aged Children ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Participation Restrictions ◽  
Psychosocial Benefits

Background: Through play, children develop motor, cognitive, social, and other life skills. Play barriers can impede physical and psychosocial benefits. Objectives: We describe participation in active play, fundamental movement skills, play environment characteristics, and potential play barriers for school-aged children (6–12 years) who use lower extremity prostheses. Study design: Cross-sectional questionnaire study. Methods: A questionnaire was developed and administered online to parents of children 6–12 years who use lower extremity prostheses. Questions focused on children’s valued play activities, participation in active play, fundamental movement skills, body positions for play, and characteristics of play environments. Results: Parents (n = 26) reported their children who use lower extremity prostheses participated in a range of activities including active play (e.g. playgrounds, swimming). Fundamental movement skill limitations were identified (e.g. walking long distances, running fast, hopping on one foot, and skipping). Mobility limitations with floor positions, movement transitions, and uneven or sloped surfaces were reported. Active play with equipment such as roller skating, climbing structures, and bicycling presented challenges. Conclusion: Parents of children who use lower extremity prostheses reported participation restrictions associated with mobility limitations, activity type, and built environment characteristics (e.g. surfaces and equipment). Challenges made it difficult for children who use lower extremity prostheses to keep up with peers in schools and communities. Clinical relevance Understanding potential barriers to participation in active play of children who use lower extremity prostheses may contribute to enhanced prosthetic design, rehabilitation strategies, universal design of play and built environments, and improved outcome measures ultimately enabling these children to participate fully in active play in diverse contexts.

scholarly journals Association between Physical Activity and Fundamental Movement Skills in Preschool-Aged Children: Does Perceived Movement Skill Competence Mediate This Relationship?

2021 ◽  
Vol 18 (3) ◽  
pp. 1289
Author(s):  
Qing He ◽  
Johan Y. Y. Ng ◽  
John Cairney ◽  
Chloe Bedard ◽  
Amy S. C. Ha
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Vigorous Physical Activity ◽  
Bootstrap Method ◽  
Mediating Effect ◽  
Cross Sectional ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Preschool Aged Children

Objectives: The purpose of this research is to examine whether perceived fundamental movement skills (FMS) competence mediated the relationship between actual FMS and physical activity (PA) in Hong Kong preschool-aged children. Design: A cross−sectional study. Methods: 148 preschool-aged children (43% girls; mean age = 4.52 ± 0.67 years) from five preschools/childcare centres completed all assessments. Actual FMS was rated using the Test of Gross Motor Development−2, whilst perceived FMS was assessed via the Pictorial Scale for Perceived Movement Skill Competence. PA was measured through accelerometry. A bootstrap method was used to assess the potential mediating effect of perceived movement skill competence on the relationship between actual FMS and PA. All mediation models were adjusted for sex and age. Results: Mediation analyses showed that the direct path between actual FMS and moderate-to-vigorous physical activity (MVPA) was significant (b = 0.228, p = 0.008), as was the path between MVPA and actual FMS (b = 0.214, p = 0.008). However, perceived FMS competence did not mediate the association between actual FMS and MVPA in the models. Conclusions: Our results showed evidence of reciprocal pathways between actual FMS and MVPA, reinforcing the need to simultaneously target both domains as part of broader developmental strategies, initiated in early childhood. Unlike emergent adolescence, perceptions of movement skill competence do not play a significant role in influencing the relationship between actual FMS proficiency and MVPA in this developmental period.

scholarly journals Fundamental Movement Skills and Accelerometer-Measured Physical Activity Levels during Early Childhood: A Systematic Review

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 224
Author(s):  
Alexandra Dobell ◽  
Andy Pringle ◽  
Mark A. Faghy ◽  
Clare M. P. Roscoe
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Motor Development ◽  
Conclusive Evidence ◽  
Current Evidence ◽  
Activity Levels ◽  
Inclusion Criteria ◽  
Cross Sectional ◽  
Movement Skills ◽  
Fundamental Movement Skills

Early childhood is a key period for children to begin developing and practicing fundamental movement skills (FMS), while aiming to perform sufficient physical activity (PA). This study reviews the current evidence for the levels of achievement in FMS and PA measured using accelerometers among 4–5-year-old children and examines differences by gender. This review was conducted using the PRISMA framework. Keyword searches were conducted in Pubmed, Medline, Google Scholar and SPORTDiscus. Inclusion criteria included age: 4–5 years old; FMS measurement: Test of Gross Motor Development 2 and 3; PA measurement: objective methods; balance measurement: static single limb; study design: cross-sectional observational/descriptive, randomised control trials, intervention studies; language: English. Twenty-eight articles from twenty-one countries met the inclusion criteria and were split into either FMS and PA articles (n = 10) or balance articles (n = 18). Three articles showed children achieving 60 min of moderate to vigorous PA per day, two articles demonstrated significant differences between girls’ and boys’ performance of locomotor skills and five reported locomotor skills to be more proficient than object control skills at this age for both genders. Balance was measured in time (n = 12), points score (n = 3) or biomechanical variables (n = 3), displaying heterogeneity of not only measurement but also outcomes within these data, with static single limb balance held between 6.67 to 87.6 s within the articles. Four articles reported girls to have better balance than boys. There is little conclusive evidence of the current levels for FMS, PA and balance achievement in young children 4–5 years of age. The academic literature consistently reports low levels of FMS competence and mixed evidence for PA levels. Inconsistencies lie in balance measurement methodology, with broad-ranging outcomes of both low and high achievement at 4–5 years old. Further research is required to focus on increasing practice opportunities for children to improve their FMS, increase PA levels and establish sufficient balance ability. Consistent and comparable outcomes during early childhood through more homogenous methodologies are warranted.

Association Between Sitting, Screen Time, Fitness Domains, and Fundamental Motor Skills in Children Aged 5–16 Years: Cross-Sectional Population Study

2018 ◽  
Vol 15 (12) ◽  
pp. 933-940 ◽  
Author(s):  
Louise L. Hardy ◽  
Ding Ding ◽  
Louisa R. Peralta ◽  
Seema Mihrshahi ◽  
Dafna Merom
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Muscular Strength ◽  
Self Report ◽  
Sitting Time ◽  
Cross Sectional ◽  
Lower Odds ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Activity Attributes

Background: To examine the associations between school-age children’s sedentary behavior, screen time, and 3 physical activity attributes: muscular strength, cardiorespiratory endurance (CRE), and fundamental movement skills. Methods: Cross-sectional survey of 2734 children in years 2 and 4 and 3671 adolescents in years 6, 8, and 10. Total sitting time, 6 screen time behaviors, and physical activity were measured by self-report. Muscular strength was assessed by standing broad jump; CRE by 20-m shuttle run test; and fundamental movement skills by process-oriented checklists. Associations between incremental sitting and screen time (in hours) and meeting the healthy zone of physical activity attributes were examined using logistic regression. Results: After adjusting for covariates and physical activity, children had lower odds of achieving the healthy zone for muscular strength and CRE for each hour of week (but not weekend) screen time. For adolescents, each hour of screen time per day was associated with lower odds of achieving the healthy fitness zone for CRE, locomotor skills, and overall healthy zone, and each hour of weekend screen time was associated with lower odds of achieving the healthy zone for most attributes and overall healthy zone. The associations were slightly stronger among adolescent girls than boys. The findings were similar for total sitting time. Conclusions: Screen time was associated with a lower likelihood to achieve healthy zones of physical activity attributes, and the effect was more consistent and slightly stronger among adolescents than children. This may suggest that the negative effects of screen time are incremental, emerging during adolescence.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document