scholarly journals The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5–6 Years Living in the United Kingdom

2020 ◽  
Vol 17 (10) ◽  
pp. 3391
Author(s):  
Emma L. J. Eyre ◽  
Cain C. T. Clark ◽  
Jason Tallis ◽  
Danielle Hodson ◽  
Sean Lowton-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Intervention ◽  
South Asian ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skills Gap ◽  
White Children ◽  
The United Kingdom ◽  
Asian Children

Early motor development has an important role in promoting physical activity (PA) during childhood and across the lifespan. Children from South Asian backgrounds are less active and have poorer motor skills, thus identifying the need for early motor skill instruction. This study examines the effect of a movement and storytelling intervention on South Asian children’s motor skills. Following ethics approval and consent, 39 children (46% South Asian) participated in a 12-week movement and storytelling intervention. Pre and post, seven motor skills (run, jump, throw, catch, stationary dribble, roll, and kick) were assessed using Children’s Activity and Movement in Preschool Study protocol. At baseline, South Asian children had poorer performance of motor skills. Following the intervention, all children improved their motor skills, with a bigger improvement observed for South Asian children. Early intervention provided remedial benefits to delays in motor skills and narrowed the motor skills gap in ethnic groups.

scholarly journals Differences in Physical Activity Levels between White and South Asian Children in the United Kingdom

2008 ◽  
Vol 20 (3) ◽  
pp. 285-291 ◽  
Author(s):  
Michael J. Duncan ◽  
Lorayne Woodfield ◽  
Yahya Al-Nakeeb ◽  
Alan M. Nevill
Keyword(s):  
Physical Activity ◽  
South Asian ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Vigorous Activity ◽  
White Children ◽  
The United Kingdom ◽  
Asian Children ◽  
Physical Activity Levels ◽  
The Uk

The purpose of this study was to compare physical activity levels between white and South Asian children in the UK. The data were obtained from 606, 11–14 year old schoolchildren (397 white; 209 Asian). Physical activity was assessed using the ‘four by one day’ recall questionnaire from which the time spent in moderate and vigorous physical activity was calculated. Boys were significantly more active than girls (p = .0001), and white children reported significantly greater physical activity than south Asian children (p = .001). Mean ± SD of time spent in moderate and vigorous activity was 90.2 ± 65.4 mins and 68.2 ± 49.3 mins for white and south Asian children and 103.5 ± 63.4 mins and 65.6 ± 53.5 mins for boys and girls respectively. These findings indicate that south Asian children are significantly less active than their white peers and there may be a need for specific interventions to target South Asian children particularly.

Cross-sectional study of motor development among children after the Fontan procedure

2012 ◽  
Vol 22 (4) ◽  
pp. 443-450 ◽  
Author(s):  
Patricia E. Longmuir ◽  
Laura Banks ◽  
Brian W. McCrindle
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Fontan Procedure ◽  
Cross Sectional ◽  
Gross Motor ◽  
Object Control ◽  
Percentile Scores ◽  
Gross Motor Skill

AbstractObjectivesTo determine the gross motor skills of school-aged children after the Fontan procedure and compare the locomotor and object control skills with normative data.Study designThis study followed a cross-sectional design.SettingThis study was based on hospital outpatient visit, with accelerometry conducted at home.PatientsThis study included 55 patients, including 22 girls in the age group of 6–10 years, 5.1 years after Fontan.Main outcome measuresTest of Gross Motor Development – Version 2, daily activity by accelerometer, medical history review, child and parent perceptions of activity.ResultsBeing involved in active team sports increased locomotor percentile score by 10.3 points (CI: 4.4, 16.1). Preference for weekend outdoor activities (6.9, CI: 2.0, 11.8), performing at least 30 minutes of moderate-to-vigorous physical activity daily (24.5, CI: 7.3, 41.8), and reporting that parents seldom criticise the child's physical activity (21.8, CI: 8.9, 34.8) were also associated with higher locomotor percentile scores (p < 0.01). Object control percentile scores were higher (p < 0.03) with involvement in formal instruction (5.9, CI: 1.1, 10.6) and being restricted to “activities within comfortable limits” (27.6, CI: 7.7, 47.5). Older chronological age (r = 0.28), a more complicated medical history (r = 0.36), and older age at Fontan (r = 0.28) were associated with greater skill delay (p < 0.04).ConclusionsChildren after Fontan attain basic motor skills at a later age than their peers, and deficits continue for more complex skills as age increases, suggesting a need for longitudinal monitoring of gross motor skill development through the elementary school years. Future research might investigate whether a gross motor skill rehabilitation programme can provide these children with the motor skills needed to successfully participate in a physically active lifestyle with peers.

Early Movement Matters: Interplay of Physical Activity and Motor Skill Development in Infants With Down Syndrome

2020 ◽  
Vol 37 (2) ◽  
pp. 160-176
Author(s):  
Janet L. Hauck ◽  
Isabella T. Felzer-Kim ◽  
Kathryn L. Gwizdala
Keyword(s):  
Physical Activity ◽  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Infant Development ◽  
Mixed Model ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Time Points

This longitudinal study investigated monthly motor development and physical activity (PA) of infants with and without Down syndrome. Gross and fine motor skills (Bayley Scales of Infant Development-III) and PA (accelerometer) were assessed in 35 infants at eight time points during infancy. A multivariate mixed model identified time points when motor scores diverged between the groups. In infants with Down syndrome, bivariate correlations between monthly PA and motor changes were calculated, and multivariate analysis of variance probed the influence of early PA on motor-skill timing. Results indicate that differences in gross and fine motor skills first emerge at 2 and 4 months, respectively. In infants with Down syndrome, gross motor and PA changes between 4 and 6 months were positively correlated. Infants more active than the mean at 2 or 3 months achieved several prone and sitting skills earlier. These results highlight the adaptability of early infancy and the importance of early intervention.

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

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.

scholarly journals Objectively-measured sedentary time and physical activity in a bi-ethnic sample of young children: variation by socio-demographic, temporal and perinatal factors

2020 ◽  
Author(s):  
Paul Collings ◽  
Sufyan A Dogra ◽  
Silvia Costa ◽  
Daniel D Bingham ◽  
Sally E. Barber
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
South Asian ◽  
Sedentary Time ◽  
Activity Levels ◽  
Light Physical Activity ◽  
Asian Children ◽  
Physical Activity Levels ◽  
Vector Magnitude ◽  
British Children

Abstract Background: Evidence suggests that South Asian school-aged children and adults are less active compared to the white British population. It is unknown if this generalises to young children. We aimed to describe variability in levels of physical activity and sedentary time in a bi-ethnic sample of young children from a deprived location. Methods: This observational study included 202 South Asian and 140 white British children aged 1.5 to 5y, who provided 3,181 valid days of triaxial accelerometry (Actigraph GT3X+). Variability in sedentary time and physical activity levels were analysed by linear multilevel modelling. Logistic multilevel regression was used to identify factors associated with physical inactivity (failing to perform ≥180 minutes of total physical activity including ≥60 minutes moderate-to-vigorous physical activity (MVPA) per day). Results: There were no significant ethnic differences in the overall levels of behaviours; South Asian and white British children spent half of daily time sedentary, just over 40% in light physical activity, and the remaining 7.5 to 8% of time in MVPA. Sedentary time was lower and physical activity levels were higher in older children, and levels of MVPA and vector magnitude counts per minute (CPM) were higher on weekends compared to weekdays. In South Asian children, sedentary time was lower on weekends. Sedentary time was lower and physical activity levels were higher in spring compared to winter in white British children, and in all seasons compared to winter in South Asian children. South Asian children born at high birth weight performed more MVPA, and in both ethnicities there was some evidence that children with older mothers were more sedentary and less active. Sedentary time was higher and light physical activity was lower in South Asian children in the highest compared to the lowest income families. South Asian girls performed less MVPA, registered fewer vector magnitude CPM, and were 3.5 times more likely to be physically inactive than South Asian boys. Conclusions: Sedentary time and physical activity levels vary by socio-demographic, temporal and perinatal characteristics in young children from a deprived location. South Asian girls have the most to gain from efforts to increase physical activity levels.

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

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 São 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 children’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.

Early motor development in infants with moderate or severe bronchopulmonary dysplasia

2021 ◽  
pp. 1-8
Author(s):  
S.B. DeMauro ◽  
M. Burkhardt ◽  
A. Wood ◽  
K. Nilan ◽  
E.A. Jensen ◽  
...  
Keyword(s):  
Bronchopulmonary Dysplasia ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Significant Risk ◽  
High Risk Population ◽  
Targeted Interventions ◽  
Motor Skill Acquisition

BACKGROUND: Timely development of early motor skills is essential for later skill development in multiple domains. Infants with severe bronchopulmonary dysplasia (BPD) have significant risk for developmental delays. Early motor skill development in this population has not been described. The aim of the present study was to characterize motor skill acquisition at 3 and 6 months corrected age (CA) and assess trajectories of skill development over this time period in infants with severe BPD. METHODS: We performed a single-center, retrospective descriptive study. Motor skills were categorized as present and normal, present but atypical, or absent at 3 and 6 months CA. Logistic regression was used to identify clinical characteristics associated with negative trajectories of skill acquisition. RESULTS: Data were available for 232 infants and 187 infants at 3 and 6 months CA, respectively. Ten motor skills were present and normal in 5–44%(range) of subjects at 3 months. Nineteen motor skills were present and normal in 1–63%(range) of subjects at 6 months. Significant postural asymmetry was noted throughout the study period. Loss of skills and worsening asymmetries over time were common. Exposure to sedating medications was significantly associated with poor development. CONCLUSION: We report delays in motor skill acquisition and postural asymmetries in infants with severe BPD at both 3 and 6 months CA. The association between sedating medications and poor development suggests that efforts to limit these exposures may lead to improved development. Targeted interventions to facilitate early motor development may improve outcomes of this high-risk population.

scholarly journals Protocol for a two-cohort randomized cluster clinical trial of a motor skills intervention: The Promoting Activity and Trajectories of Health (PATH) Study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e037497 ◽  
Author(s):  
Leah E. Robinson ◽  
Lu Wang ◽  
Natalie Colabianchi ◽  
David F Stodden ◽  
Dale Ulrich
Keyword(s):  
Physical Activity ◽  
Clinical Trial ◽  
Motor Skills ◽  
Motor Skill ◽  
Early Years ◽  
Physical Competence ◽  
Link Type ◽  
Physical Activity Monitoring ◽  
Post Test

IntroductionData supports that motor skills are an underlying mechanism that influence physical activity along with perceived motor and physical competence, but the relationship between motor skills and physical activity during the early years is unclear. The goal of this study, Promoting Activity and Trajectories of Health (PATH) for Children, is to examine and compare the immediate (pre-test to post-test) and sustained (3-year follow-up) effect of an intervention on motor performance, physical activity and perceived physical competence to a control condition (ie, standard practice) in preschool-age children.Methods and analysisThe PATH study is a two-cohort, randomised cluster clinical trial. 300 children between the ages of >3.5 to 5 years of age will be randomised to the motor skill intervention (n=153) or control (n=147) condition. Each assessment involves a measure of motor skill performance; product and process, seven consecutive days of physical activity monitoring and perceived physical competence. These measures will be assessed before and after the intervention (pre-test to post-test) and then each academic year across 3 years, grades kindergarten, first grade and second grade (3-year follow-up). To assess the clustered longitudinal effect of the intervention on outcome measures, random-effects models (eg, mixed model regression, growth curve modelling and structural equation modelling) will be used. The PATH study addresses gaps in paediatric exercise science research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Ethics and disseminationEthical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals.Trial registration numberNHLBI ClinicalTrials.gov Identifier, NCT03189862. Registered 17 August 2017, https://clinicaltrials.gov/ct2/show/NCT03189862

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

2020 ◽  
Vol 17 (1) ◽  
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.

Relationship Between Motor Skills, Balance, and Physical Activity in Children with CHARGE Syndrome

2020 ◽  
Vol 114 (4) ◽  
pp. 315-324
Author(s):  
Melanie Perreault ◽  
Pamela Haibach-Beach ◽  
Lauren Lieberman ◽  
Elizabeth Foster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
School Setting ◽  
Charge Syndrome ◽  
Anticipatory Control ◽  
Balance Test ◽  
Positive Correlations ◽  
The Relationship

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.

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