scholarly journals Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 161
Author(s):  
Fay Grainger ◽  
Alison Innerd ◽  
Michael Graham ◽  
Matthew Wright
Keyword(s):  
Strength Training ◽  
Primary Schools ◽  
Skill Training ◽  
P Value ◽  
Countermovement Jump ◽  
Minimum Threshold ◽  
Physically Active ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills

Competence in fundamental movement skills is essential to enable children to be physically active. We investigated the effect of an integrated fundamental movement skill with a strength training intervention on children’s fundamental movement skills. Seventy-two (53% female) 10- to 11-year-old children from three primary schools assented to take part in this study (87% compliance). Schools were randomly allocated to a control (no intervention; n = 21), fundamental movement skill (FMS) (n = 18) or FMS and strength (FMS+; n = 20) group. Interventions were delivered twice weekly for four weeks, in addition to normal physical education. FMS competence was measured through the Canadian agility and movement skills assessment (CAMSA) (product-process) and through countermovement jump (CMJ) and 40-m sprint tests (product). Improvements were observed in the CAMSA in both FMS (4.6, 95% confidence intervals 2.9 to 6.4 Arbitrary Units (AUs), second-generation p-value (pδ) = 0.03) and FMS+ (3.9, 2.1 to 5.3 AU, pδ = 0.28) with no difference beyond our minimum threshold of 3 AU observed between these intervention groups (pδ = 1). Clear improvements in CMJ were observed in FMS+ relative to the control (25, 18 to 32%, pδ = 0) and FMS groups (15, 6.1 to 24%, pδ = 0). These preliminary data suggest combined FMS and strength training warrants further investigation as a tool to develop fundamental movement skills in children.

scholarly journals Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers

2021 ◽  
pp. 1-14
Author(s):  
Lucy Eddy ◽  
Liam J.B. Hill ◽  
Mark Mon-Williams ◽  
Nick Preston ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Primary Schools ◽  
Movement Skills ◽  
Fundamental Movement Skills

Relationship of Cardiorespiratory Endurance to Fundamental Movement Skill Proficiency among Adolescents

2001 ◽  
Vol 13 (4) ◽  
pp. 380-391 ◽  
Author(s):  
Anthony D. Okely ◽  
Michael L. Booth ◽  
John W. Patterson
Keyword(s):  
New South ◽  
Object Control ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
South Wales ◽  
Activity Survey ◽  
Relationship Of ◽  
Cardiorespiratory Endurance ◽  
Grade 8

This study investigated a possible relationship between cardiorespiratory endurance and fundamental movement skill proficiency among adolescents. Locomotor (run and jump) and object-control (catch, throw, kick, and strike) skills and cardiorespiratory endurance, indirectly measured using the Multistage Fitness Test (MFT) or PACER, were assessed in 2,026 boys and girls in Grade 8 (mean age = 13.3 years) and Grade 10 (mean age = 15.3 years), who were part of a randomly selected sample who agreed to participate in the New South Wales Schools Fitness and Physical Activity Survey, 1997. Boys had higher levels of cardiorespiratory endurance and were more competent than girls on 5 out of 6 skills. Grade 10 students were better on all skills and were aerobically fitter than Grade 8 students. All six skills and a skills index were related to the number of laps completed on the MFT. The six skills explained 20% and 26% of the variance in the number of laps completed on the MFT for Grade 8 and Grade 10 girls, respectively, and 12% and 17% for Grade 8 and Grade 10 boys, respectively. This finding can be interpreted as evidence of a relationship between cardiorespiratory endurance and fundamental movement skills among adolescents. Further studies are recommended to determine if improved movement skills in adolescents can promote cardiorespiratory endurance.

Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers

2018 ◽  
Vol 125 (4) ◽  
pp. 651-668 ◽  
Author(s):  
Lindsay Roach ◽  
Melanie Keats
Keyword(s):  
Free Play ◽  
Significant Interaction Effect ◽  
Active Play ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Optimal Intervention ◽  
Significant Difference ◽  
Play Groups ◽  
Positive Intervention

Fundamental movement skill interventions are important for promoting physical activity, but the optimal intervention model for preschool children remains unclear. We compared two 8-week interventions, a structured skill-station and a planned active play approach, to a free-play control condition on pre- and postintervention fundamental movement skills. We also collected data regarding program attendance and perceived enjoyment. We found a significant interaction effect between intervention type and time. A Tukey honest significant difference analysis supported a positive intervention effect showing a significant difference between both interventions and the free-play control condition. There was a significant between-group difference in group attendance such that mean attendance was higher for both the free-play and planned active play groups relative to the structured skill-based approach. There were no differences in attendance between free-play and planned active play groups, and there were no differences in enjoyment ratings between the two intervention groups. In sum, while both interventions led to improved fundamental movement skills, the active play approach offered several logistical advantages. Although these findings should be replicated, they can guide feasible and sustainable fundamental movement skill programs within day care settings.

scholarly journals Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers

2020 ◽  
Author(s):  
Lucy Hannah Eddy ◽  
Liam J.B. Hill ◽  
Mark Mon-Williams ◽  
Nick Preston ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Assessment Tools ◽  
School Staff ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Movement Skills ◽  
School Based ◽  
Fundamental Movement Skills ◽  
Age Appropriate

Abstract Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to calls for an increase in routine screening of children’s FMS in school settings. However, there is limited research exploring teachers’ knowledge of FMS, and the capacity of schools to conduct such assessments. This project therefore aimed to explore primary school teachers’ knowledge of FMS, and investigated what factors might influence the acceptability of FMS assessments in primary schools. Methods Primary school staff working in roles that directly impact the learning of children were invited to take a brief (10–15 minutes) online questionnaire developed using the COM-B Behaviour Change Model. Results Primary school staff (n = 851) from 32 countries (UK: n = 746, 88%) completed the questionnaire. A majority reported that knowledge of their pupils’ FMS ability would be beneficial (65.3%), and 71.8% said they would assess FMS if appropriate support was provided. Identified barriers to school-based FMS assessments included: Capability – few (15%) possessed knowledge of FMS; Opportunity – teachers reported that 30–60 minutes would be acceptable for assessing the FMS of a whole class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress and 48% of teachers would be influenced by their peers. Solutions to these issues are discussed using the COM-B theoretical framework. Conclusions Current FMS assessment tools are not acceptable, or feasible for use in schools. There is a need for existing measures to be modified, or new tools to be developed, underpinned by the considerations outlined in this paper, if FMS screening in schools is to become a reality.

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 Association between the school physical activity environment, measured and self-reported student physical activity and active transport behaviours in Victoria, Australia

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicholas Crooks ◽  
Laura Alston ◽  
Melanie Nichols ◽  
Kristy A. Bolton ◽  
Steven Allender ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Transport ◽  
Primary Schools ◽  
Weight Status ◽  
School Principal ◽  
Primary School Children ◽  
Physically Active ◽  
Physical Activity Environment ◽  
Policy Practice ◽  
Socioeconomic Composition

Abstract Background Environments within schools including the physical, social-cultural and policy/practice environments have the potential to influence children’s physical activity (PA) behaviours and weight status. This Australian first study comprehensively examined the association(s) of physical, social-cultural and policy/practice environments with PA, active transport (AT) and weight status among regional primary school children. Methods Data were from two childhood obesity monitoring systems in regional Victoria, Australia. Measured height and weight were collected from students in Year 2 (aged approx. 7–8 years), Year 4 (9–10 years), and Year 6 (11–12 years). Self–reported PA behaviour, including AT were collected from students in Year 4 and 6 and a sub-sample wore an ActiGraph (wGT3X-BT) accelerometer for 7-days. A school physical activity environment audit was completed by the school principal and responses were used to calculate school physical activity environment scores (PAES) and active transport environment scores (ATES). Mixed effects logistic regression was used to assess the relationship between the proportion of students meeting the PA guidelines (≥60mins/day of moderate-to-vigorous PA) and PAES tertiles (low, medium, high) and those using AT and school ATES tertiles, controlling for gender, school size/type and socioeconomic composition. Results The analysed sample included 54/146 (37%) schools and 3360/5376 (64%) students. In stratified analysis, girls in schools with a medium PAES score were more likely to meet the objectively measured PA guideline compared to low PAES score (OR 2.3, 95%CI 1.27, 4.16). Similarly, students in schools with a medium or high ATES score had higher odds of self-reported AT (medium OR 3.15, 95%CI 1.67, 5.94; high OR 3.71, 95%CI: 1.80, 7.64). No association between PAES or ATES and weight status were observed. Self-reported AT among boys (OR 1.59, 95%CI 1.19, 2.13) and girls (OR 1.56, 95%CI 1.08, 2.27) was associated with higher odds of meeting self-reported PA guidelines on all 7-days than those who did not report using AT. Conclusions In this study of regional Victorian primary schools, PA environments were only associated with girls’ adherence to PA guidelines. School AT environments were strongly associated with students’ AT behaviours and with increased likelihood of students being physically active.

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.

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