APPLICATION OF THE TEST OF GROSS MOTOR DEVELOPMENT-2 FOR DETERMINING THE LEVEL OF FUNDAMENTAL MOVEMENT SKILLS OF CHILDREN INVOLVED IN DIFFERENT SPORTS ACTIVITIES

El objetivo del estudio fue analizar la competencia en las habilidades motrices básicas de preescolares gallegos y su grado de asociación con las actividades físico-deportivas extracurriculares y el IMC. Se utilizó un diseño ex post-facto descriptivo correlacional. La muestra estuvo compuesta por 92 niños (5.7±.4 años) y 68 niñas (5.8±.4 años). Los participantes fueron asignados al grupo (A) (n = 92) cuando realizaron un mínimo de dos horas a la semana de actividades físico-deportivas extracurriculares durante los últimos seis meses, o al grupo (B) (n = 68), si no cumplían con el requisito anterior. Las habilidades motrices fueron evaluadas con el Test of Gross Motor Development-2ª edition. El grupo (A) alcanzó mayor puntuación en el coeficiente motor grueso (p < .001), en la escala de habilidades locomotrices (p < .001), en la de control de objetos (p < .001) y en todas las habilidades, excluyendo la de galopar (p = .294). El IMC se asoció con la competencia motriz (p < .001) y con la participación en actividades físico-deportivas extracurriculares (p = .001). Además, correlacionó con el coeficiente motor grueso (p = .009), la escala de habilidades locomotrices (p = .017) y la de control de objetos (p = .018), así como con galopar (p < .001), saltar un obstáculo (p = .001) y chutar (p =.045). La práctica de actividades físico-deportivas extracurriculares se asoció con mejores niveles de competencia motriz y menores índices de sobrepeso y obesidad en los preescolares.Abstract: The aim of the study was to analyze the fundamental movement skills competence of the Galician preschoolers and its association with the extracurricular sports and the BMI. A correlational descriptive ex post facto design was used. The sample was composed by 92 boys (5.7±.4 years) and 68 girls (5.8±.4). Participants were included in group (A) (n = 92) when they were engaged in extracurricular sports a minimum of two hours/week over the past six months, or in group (B) (n =68), if they did not meet the previous condition. The fundamental movement skills were assessed with the Test of Gross Motor Development-2ª edition. Group (A) reached significatively more score in the gross motor quotient (p < .001), the locomotor scale (p < .001), the object control scale (p < .001) and in all the fundamental movement skills, excluding gallop (p = .294). BMI was associated with motor competence (p < .001) and extracurricular sports (p = .001). In addition, it was correlated with the gross motor quotient (p = .009), the locomotor scale (p = .017), the object control scale (p = .018), as well as with gallop (p < .001), leap (p =.001) and kick (p =.045). The practice of extracurricular sports was associated with better levels of motor competence and lower rates of overweight and obesity in the preschoolers.

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Comparison of computer assisted and traditional education programs on fundamental movement skills in children

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v4i5.2679 ◽

2017 ◽

Vol 4 (5) ◽

pp. 76-83

Author(s):

Mehmet Imamoglu ◽

Mehmet Akif Ziyagil

Keyword(s):

Motor Development ◽

Traditional Education ◽

Computer Assisted ◽

Education Programs ◽

Gross Motor ◽

Object Control ◽

Gross Motor Development ◽

Movement Skills ◽

Fundamental Movement Skills

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. Keywords: Locomotor, object control skills, children, TGMD-2.

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Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Children ◽

10.3390/children8090742 ◽

2021 ◽

Vol 8 (9) ◽

pp. 742

Author(s):

Ajmol Ali ◽

Claire McLachlan ◽

Tara McLaughlin ◽

Owen Mugridge ◽

Cathryn Conlon ◽

...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Motor Development ◽

Gross Motor ◽

Object Control ◽

Childhood Education ◽

Gross Motor Development ◽

Movement Skills ◽

Fundamental Movement Skills ◽

Light Medium

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

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Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece

Perceptual and Motor Skills ◽

10.2466/pms.2002.94.3c.1259 ◽

2002 ◽

Vol 94 (3_suppl) ◽

pp. 1259-1270 ◽

Cited By ~ 13

Author(s):

Dimitrios Karabourniotis ◽

Christina Evaggelinou ◽

George Tzetzis ◽

Thomas Kourtessis

Keyword(s):

Physical Education ◽

Motor Development ◽

First Grade ◽

Control Group ◽

Testing Time ◽

Gross Motor ◽

Gross Motor Development ◽

Movement Skills ◽

Fundamental Movement Skills ◽

Self Testing

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group ( n = 23 children) received the regular 12-wk. physical education school program and the Experimental group ( n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

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Effects of Fundamental Movement Skills Training on Children With Developmental Coordination Disorder

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2015-0008 ◽

2016 ◽

Vol 33 (2) ◽

pp. 134-155 ◽

Cited By ~ 6

Author(s):

Jie Yu ◽

Cindy H.P. Sit ◽

Angus Burnett ◽

Catherine M. Capio ◽

Amy S.C. Ha ◽

...

Keyword(s):

Sleep Disturbance ◽

Motor Development ◽

Sleep Disturbances ◽

Developmental Coordination Disorder ◽

Skills Training ◽

Physical Competence ◽

Gross Motor Development ◽

Movement Skills ◽

Fundamental Movement Skills ◽

Coordination Disorder

The purpose of this study was to examine the effects of fundamental movement skills (FMS) training on FMS proficiency, self-perceived physical competence (SPC), physical activity (PA), and sleep disturbance in children with developmental coordination disorder (DCD) compared with children with typical development (TD). A total of 84 children were allocated into either experimental group (DCD[exp], TD[exp]) who received 6 weeks of FMS training or control groups (DCD[con], TD[con]). FMS were assessed using the Test of Gross Motor Development-2, whereas PA was monitored using accelerometers. SPC and sleep disturbance were evaluated using questionnaires. Results showed that the DCD[exp] group had significantly higher scores in FMS and SPC compared with the DCD[con] group at posttest. The DCD[exp] group scored lower in sleep disturbance at follow-up when compared with posttest. It is suggested that short-term FMS training is effective in improving FMS and SPC and reducing sleep disturbances for children with DCD.

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Hybrid Program Based on Virtual and Real Games Increases Fundamental Movement Skills in Children With Intellectual Disability: A Quasi-Experimental Study

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2020-0180 ◽

2021 ◽

Vol 38 (4) ◽

pp. 626-642

Author(s):

Ghada Regaieg ◽

Sonia Sahli ◽

Gilles Kermarrec

Keyword(s):

Intellectual Disability ◽

Motor Development ◽

Control Group ◽

Gross Motor ◽

Movement Skills ◽

Fundamental Movement Skills ◽

Quasi Experimental ◽

Hybrid Program ◽

Experimental Group ◽

Children With Intellectual Disability

The purpose of this study was to examine the effects of two pedagogical strategies in adapted physical education (hybrid virtual/real vs. conventional) on fundamental movement skills (FMS) in children with intellectual disability age 7–10 years. Children with intellectual disability (N = 24) were randomly assigned to either the hybrid (experimental group) or the conventional (control group) group and were evaluated across 10 weeks. The hybrid program was based on virtual and real game situations, while the conventional program was based on adapted sports. FMS were evaluated using the Test of Gross Motor Development-2 at pre- and postprogram for both groups. Both programs significantly improve locomotor skills, with significantly better improvement in the experimental group. However, a significant improvement was observed only among the experimental group for object-control skills and gross motor quotient. Based on these results, a hybrid program may be considered for FMS improvement.

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Evaluation of Afterschool Activity Programs’ (ASAP) Effect on Children’s Physical Activity, Physical Health, and Fundamental Movement Skills

Health Education & Behavior ◽

10.1177/10901981211033234 ◽

2021 ◽

pp. 109019812110332

Author(s):

Mitchell Crozier ◽

Niko S. Wasenius ◽

Kathryn M. Denize ◽

Danilo F. da Silva ◽

Taniya S. Nagpal ◽

...

Keyword(s):

Physical Activity ◽

Body Composition ◽

Aerobic Capacity ◽

Motor Development ◽

Comparison Group ◽

Physical Literacy ◽

Object Control ◽

Gross Motor Development ◽

Movement Skills ◽

Fundamental Movement Skills

Background Physical literacy-focused afterschool activity programs (ASAPs) can be an effective strategy to improve children’s health-related parameters. We sought to compare physical activity, body composition, aerobic capacity, and fundamental movement skills between physical literacy-focused ASAP and a standard recreational ASAP. Method A pre–post (6 months) comparison study was conducted in 5- to 12-year-old children in a physical literacy-focused ASAP (physical literacy group, n = 14) and children attending a standard recreational ASAP (comparison group, n = 15). Physical activity guideline adherence was assessed using accelerometry, body composition was analyzed using bioelectrical impedance, aerobic capacity was estimated using the Progressive Aerobic Cardiovascular Endurance Run test, and fundamental movement skills were evaluated using the Test of Gross Motor Development–2. Results There were no significant differences between groups at baseline. After 6 months, the physical literacy group exhibited a significant improvement in their total raw score for the Test of Gross Motor Development–2 ( p = .016), which was likely due to improvements in object control skills ( p = .024). The comparison group significantly increased body mass index ( p = .001) and body fat ( p = .009) over time. No significant between-group differences were found; however, there was a trend for improved aerobic capacity in the physical literacy group ( d = 0.58). Conclusions Engagement in the physical literacy-focused ASAP contributed to an attenuated increase in adiposity and an improvement in object control skills.

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