scholarly journals The Importance of Fundamental Motor Skills in Identifying Differences in Performance Levels of U10 Soccer Players

Sports ◽  
2019 ◽  
Vol 7 (7) ◽  
pp. 178 ◽  
Author(s):  
Ivan Jukic ◽  
Katarina Prnjak ◽  
Anja Zoellner ◽  
James J. Tufano ◽  
Damir Sekulic ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Subjective Evaluation ◽  
Soccer Players ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Standing Long Jump ◽  
Long Jump

This study examined the differences in fundamental motor skills (FMSs) and specific conditioning capacities (SCCs) between a coach’s classification of first team (FT) and second team (ST) U10 soccer players and examined the most important qualities based on how the coach differentiates them. The FT (n = 12; Mage = 9.72 ± 0.41) and ST (n = 11; Mage = 9.57 ± 0.41) soccer players were assessed using the Test of Gross Motor Development-2, standing long jump, sit and reach, diverse sprints, and the 20 m multistage fitness test (MSFT). The coach’s subjective evaluation of players was obtained using a questionnaire. No significant differences existed between the FT and ST in any variables (p > 0.05). However, large and moderate effect sizes were present in favour of the FT group in locomotor skills (d = 0.82 (0.08, 1.51)), gross motor quotient (d = 0.73 (0.00, 1.41)), height (d = 0.61 (−0.12, 1.29)), MSFT (d = 0.58 (−0.14, 1.25)), and maximum oxygen uptake (VO2max) (d = 0.55 (−0.17, 1.22)). Furthermore, the coach perceived the FT group as having greater technical and tactical qualities relative to ST players. This suggests that it might be more relevant for players of this age to develop good FMS connected to technical skills, before focusing on SCC. Therefore, it might be beneficial for soccer coaches to emphasize the development of FMSs due to their potential to identify talented young soccer players and because they underpin the technical soccer skills that are required for future soccer success.

scholarly journals The Impact of Therapeutic Recreational Gymnastic Exercise on Basic Motor Skills of Hearing-Impaired Children Aged Between 6 and 9 Years

2018 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Nurcan Demirel
Keyword(s):  
Motor Development ◽  
Training Programme ◽  
Control Group ◽  
Tennis Ball ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Standing Long Jump ◽  
Long Jump ◽  
Group 3 ◽  
The Impact

Purpose: The purpose of the current study is to investigate the impact of therapeutic recreational gymnastic exercises on basic motor skills of hearing-impaired children aged between 6-9 years.Material and Method: 18 students (12 boys; 6 girls) between the ages of 6-9 years participated in the study. 9 of these students were determined as experimental group (3 girls; 6 boys), and the other 9 were determined as control group (3 girls; 6 boys). Before and after the trainings, gross motor development tests (25m. walking, running, jumping, gallop jumping, standing long jump, dribbling, throwing tennis ball, catching the thrown ball, kicking the thrown ball, kicking the still ball) were applied to all the students in the experimental and control group, and the data were recorded. “Special movement training programme” was prepared for the trainings. The trainings were performed for 50-75 minutes twice a week for ten weeks. After the ten-week training programme, gross motor development tests were reapplied to the children as post-test.Analysis: The obtained data were analysed using SPSS.20, and of frequency, arithmetic mean and nonparametric tests, Mann Whitney U- test was applied as analysis method and the findings were tabulated.Results and Discussion: As a result of the study, significant developments (p>0,01) were found in gross motor development tests (25 m. walking, jumping, gallop jumping, standing long jump, throwing tennis ball, catching the thrown ball, kicking the still ball) of the children in the control group. Positive developments were not observed in the tests of 25 m. running, standing dribbling, kicking the thrown ball, and no significant developments (p>0,01 ) were observed in children in the control group.

scholarly journals Influence of the use Baby Walkers on Toddler Locomotor Skills in Singapore

2008 ◽  
Vol 14 (2) ◽  
pp. 49-57
Author(s):  
Jernice Sing Yee TAN ◽  
Karen P. NONIS
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
English Abstract ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Baby Walker

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Many studies have associated the use of baby walkers with rudimentary movement delays while studies on its influence on fundamental motor skills are limited. This study investigated the fundamental locomotor skills of 14 baby walker users (BWU, M Age = 49 months) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich, 2000). The results showed significant differences in running and sliding. Further, that delayed rudimentary motor skills associated with the use of baby walkers do not continue into fundamental movement phase. 許多報吿顯示曾使用嬰見學走路扶車會影響下肢大肌肉運動能力。但針對兒童成長階段的資料卻有限。本報吿選用了第二代大肌肉運動能力測試工具(TGMD-2)探討十四位曾使用嬰兒學走路扶車的兒童(約4歲)。研究發現曾使用嬰兒學走路扶車的兒童在跑步和滑走有明顯的差異。但卻對他們的整體下肢大肌肉運動能力沒影響。這顯示曾使用嬰兒學走路扶車對大肌肉運動能力的負面影響不會連續到兒童成長階段。

scholarly journals Associations between body composition and fundamental motor skill competency in children

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
E. Kipling Webster ◽  
Indica Sur ◽  
Alicia Stevens ◽  
Leah E. Robinson
Keyword(s):  
Body Mass Index ◽  
Body Composition ◽  
Body Mass ◽  
Motor Skills ◽  
Motor Development ◽  
Electrical Impedance ◽  
Impedance Analysis ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Gross Motor Development

Abstract Background Evidence supports an inverse relationship between weight status and motor competence, but most work utilizes body mass index as the proxy for weight status. Body mass index fails to account for essential components of body composition, which may be critical for motor performance. The purpose of this investigation was to examine the relationship between fundamental motor skills competency and body composition (i.e., fat mass, fat percentage, and fatfree mass) as measured by bio-electrical impedance analysis and body mass index in children. Methods Two hundred forty-four children from the Southeastern portion of the United States participated in this project (6.05 ± 2.01 years, 53.3% male). Fundamental motor skills were measured using the Test of Gross Motor Development – 2nd edition and body composition was assessed with the Tanita SC-331S Body Composition Analyzer (bio-electrical impedance analysis). Body mass index was calculated using CDC normative growth charts. Results Bio-electrical impedance analysis measures accounted for 23.1%, F(3, 241) = 24.10, p < .001 and 2.7%, F(3, 241) = 2.22, p = .086 variance in locomotor and object control subscales, respectively; body mass index accounted for 8.4% (locomotor) and 0.1% (object control) variance. For the Test of Gross Motor Development -2nd edition total score, bio-electrical impedance analysis measures accounted for 24.4% F(3, 241) = 25.90, p < .001 compared to body mass index which accounted for 7.9% F(1, 244) = 20.86, p < .001 of the variance. Only fat free mass (p < .001) was a significant predictor for locomotor skills and total models for the Test of Gross Motor Development – 2nd edition; BMI was also a significant predictor (p < .001) in both the locomotor and total models. Conclusions Different components of body composition (i.e., fat free mass) were associated with different aspects of fundamental motor skills competency. Excess body fat may be a morphological constraint to proficient locomotor performance when transporting the body through space. In contrast, body composition did not significantly predict object manipulation performance. More work is needed to understand the causality and directionality of this relationship; however, bio-electrical impedance analysis accounts for more variance in fundamental motor skills performance than body mass index in a field-based setting.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

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

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.

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.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

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.

Motor Skill Performances of Children Who Are Deaf

1996 ◽  
Vol 13 (4) ◽  
pp. 400-414 ◽  
Author(s):  
Gail M. Dummer ◽  
John L. Haubenstricker ◽  
David A. Stewart
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Qualitative And Quantitative ◽  
Gross Motor Development ◽  
The Mean ◽  
Gender Patterns ◽  
And Gender

The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.

scholarly journals Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

2019 ◽  
Vol 26 (4) ◽  
pp. 814-826 ◽  
Author(s):  
Michael J Duncan ◽  
Clare MP Roscoe ◽  
Mark Noon ◽  
Cain CT Clark ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Weight Status ◽  
School Curriculum ◽  
Similar Proportion ◽  
Developmental Potential ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Stage 1

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two ( n = 130), Three ( n = 154) and Four ( n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% ( n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.

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