Testing the Motor Competence and Health-Related Variable Conceptual Model: A Path Analysis

The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.

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Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence

Journal of Motor Learning and Development ◽

10.1123/jmld.2017-0043 ◽

2018 ◽

Vol 6 (2) ◽

pp. 287-300 ◽

Cited By ~ 2

Author(s):

You Fu ◽

Ryan D. Burns

Keyword(s):

Physical Activity ◽

Motor Skills ◽

Mediation Analysis ◽

Sixth Grade ◽

Perceived Competence ◽

Gross Motor ◽

Gross Motor Skills ◽

Motivational Constructs ◽

School Day ◽

The Relationship

The purpose of this study was to examine the relationship between gross motor skills and school day steps per minute, testing various motivational constructs as potential mediators. A convenience sample of 66 sixth-grade children (mean age = 11.6 ± 0.5 years; 30 boys, 36 girls) were recruited from one public “Zoom” school. Gross motor skills were assessed using the Test for Gross Motor Development-3rd Edition. Motivational constructs were assessed using a series of validated questionnaires. Children wore a pedometer for one school week. A bootstrap mediation analysis was employed using gross motor skills scores as the predictor variable and steps per minute as the outcome variable; the motivational constructs consisted of perceived competence, enjoyment, and self-efficacy as potential mediators. The results from a bootstrap mediation analysis yielded a statistically significant average causal mediation effect (ACME) using perceived competence as the mediator (ACME = 0.022, 95% CI [0.001, 0.054], p = .018). Perceived competence mediated 30.8% of the total effect between gross motor skill scores and steps per minute, with the entire model explaining approximately 13.6% of the variance. The relationship between gross motor skills and school day physical activity may be mediated through perceived competence in sixth-grade children.

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Perceived Motor Competence Mediates the Relationship Between Gross Motor Skills and Physical Activity in Youth With Visual Impairments

Research Quarterly for Exercise and Sport ◽

10.1080/02701367.2020.1831688 ◽

2020 ◽

pp. 1-8

Author(s):

Ali Brian ◽

Angela Starrett ◽

Pamela Haibach-Beach ◽

An De Meester ◽

Sally Taunton Miedema ◽

...

Keyword(s):

Physical Activity ◽

Motor Skills ◽

Visual Impairments ◽

Motor Competence ◽

Gross Motor ◽

Gross Motor Skills ◽

The Relationship

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Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program

Journal of Science and Medicine in Sport ◽

10.1016/j.jsams.2017.12.015 ◽

2018 ◽

Vol 21 (8) ◽

pp. 828-832 ◽

Cited By ~ 5

Author(s):

Timothy A. Brusseau ◽

James C. Hannon ◽

You Fu ◽

Yi Fang ◽

Kahyun Nam ◽

...

Keyword(s):

Physical Activity ◽

Motor Skills ◽

Comprehensive School ◽

Physical Activity Program ◽

Gross Motor ◽

Gross Motor Skills ◽

Activity Program ◽

Health Related ◽

Health Related Fitness

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Cross-sectional associations of physical activity and gross motor proficiency with adiposity in South African children of pre-school age

Public Health Nutrition ◽

10.1017/s1368980018003579 ◽

2018 ◽

Vol 22 (4) ◽

pp. 614-623 ◽

Cited By ~ 4

Author(s):

Catherine E Draper ◽

Simone A Tomaz ◽

Rachel A Jones ◽

Trina Hinkley ◽

Rhian Twine ◽

...

Keyword(s):

Physical Activity ◽

South African ◽

Motor Skills ◽

Low Income ◽

High Income ◽

School Age ◽

Cross Sectional ◽

Gross Motor ◽

Gross Motor Skills ◽

The Relationship

AbstractObjectiveThe study aimed to investigate the relationship between physical activity, gross motor skills and adiposity in South African children of pre-school age.DesignCross-sectional study.SettingHigh-income urban, and low-income urban and rural settings in South Africa.ParticipantsChildren (3–6 years old,n268) were recruited from urban high-income (n46), urban low-income (n91) and rural low-income (n122) settings. Height and weight were measured to calculate the main outcome variables: BMI and BMI-for-ageZ-score (BAZ). Height-for-age and weight-for-ageZ-scores were also calculated. Actigraph GT3X+ accelerometers were used to objectively measure physical activity; the Test of Gross Motor Development (Version 2) was used to assess gross motor skills.ResultsMore children were overweight/obese and had a higher BAZ from urban low-income settings compared with urban high-income settings and rural low-income settings. Being less physically active was associated with thinness, but not overweight/obesity. Time spent in physical activity at moderate and vigorous intensities was positively associated with BMI and BAZ. Gross motor proficiency was not associated with adiposity in this sample.ConclusionsThe findings of this research highlight the need for obesity prevention particularly in urban low-income settings, as well as the need to take into consideration the complexity of the relationship between adiposity, physical activity and gross motor skills in South African pre-school children.

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Associations of School Day Sedentary Behavior and Physical Activity With Gross Motor Skills: Use of Compositional Data Analysis

Journal of Physical Activity and Health ◽

10.1123/jpah.2018-0549 ◽

2019 ◽

Vol 16 (10) ◽

pp. 811-817 ◽

Cited By ~ 2

Author(s):

Ryan D. Burns ◽

Youngwon Kim ◽

Wonwoo Byun ◽

Timothy A. Brusseau

Keyword(s):

Physical Activity ◽

Data Analysis ◽

Motor Skills ◽

Low Income ◽

Compositional Data ◽

Compositional Data Analysis ◽

Gross Motor ◽

Gross Motor Skills ◽

School Day ◽

Log Ratio

Background: To examine the relationships among school day sedentary times (SED), light physical activity (LPA), and moderate to vigorous physical activity (MVPA) with gross motor skills in children using Compositional Data Analysis. Methods: Participants were 409 children (mean age = 8.4 [1.8] y) recruited across 5 low-income schools. Gross motor skills were assessed using the test for gross motor development—third edition (TGMD-3), and physical activity was assessed using accelerometers. Isometric log-ratio coordinates were calculated by quantifying the relative proportion of percentage of the school day spent in SED, LPA, and MVPA. The associations of the isometric log-ratio coordinates with the TGMD-3 scores were estimated using general linear mixed-effects models adjusted for age, body mass index, estimated aerobic capacity, and school affiliation. Results: A higher proportion of the school day spent in %MVPA relative to %SED and %LPA was significantly associated with higher TGMD-3 total scores (γMVPA = 14.44, P = .01). This relationship was also observed for the ball skills subtest scores (γMVPA = 16.12, P = .003). Conclusions: Replacing %SED and %LPA with %MVPA during school hours may be an effective strategy for improving gross motor skills, specifically ball skills, in low-income elementary school-aged children.

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Pengembangan Media Ludo Geometri (DORI) Pada Fisik Motorik Anak Usia Dini

AL-ATHFAL JURNAL PENDIDIKAN ANAK ◽

10.14421/al-athfal.2019.52-04 ◽

2019 ◽

Vol 5 (2) ◽

pp. 169-182

Author(s):

Yenti Juniarti

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Research And Development ◽

Motor Skills ◽

Development Model ◽

Social Aspects ◽

Social Emotional ◽

Gross Motor ◽

Gross Motor Skills ◽

Development Approach

This study aims to develop media ludo geometry (DORI) in children in Kiddie Care PAUD, due to the low ability of children to perform gross motor skills. This study uses a research and development approach. While the development model used is the Research & Development (R&D) development model according to Borg & Gall. The results of this study are the development of DORI media (Ludo Geometry), there are several aspects that arise besides physical activity, namely cognitive where children are required to think creatively, express ideas in their minds, on social aspects children mutually interact and discuss in search of strategies games, and in the language aspect of students or children become skilled in communication and dialogue, other results such as children feel the game using this DORI media such as sports while playing, and playing while learning. Conclusion that gross motor skills of early childhood are able to develop well in cognitive, social emotional and language aspects by using Ludo Geometry media.

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