The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

Preliminary evidence suggests that children with congenital heart disease (CHD) may have low physical literacy (PL). High PL is a determinant of physical activity participation. Therefore, we assessed the effect of a 12-week intervention on the PL of children with CHD. PL was assessed pre- and post-intervention in 14 participants with CHD, aged 9-16 years, using the PLAY tools. The intervention involved six bi-weekly sessions that consisted of a fundamental movement skill practice designed to enhance gross motor function and confidence. PLAYfun assessed physical competence. PLAYself assessed the child’s perception of their PL. PLAYparent was completed by parents to assess their perception of their child’s PL. We found a significant increase in overall physical competence (PLAYfun, p<.001), along with the domains of running (p=.001), locomotor (p=.002), upper body object control (p<.001), and balance (p=.006). No significant changes were found in PLAYself or PLAYparent indicating no changes to their self and parental perceived PL. We demonstrated that a 12-week fundamental movement skill intervention can improve PL in children with CHD. Children with CHD are at an increased risk of sequelae secondary to their reported physical inactivity, PL development may augment physical activity engagement and provide health benefits to this at-risk population.

Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level

Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children’s overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children’s FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7–10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.

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

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.

Pendidikan Jasmani Untuk Anak Usia Dini: Pengembangan Fundamental Movement Skill (FMS)pada Anak

Dalam penelitian ini tentunya memiliki tujuan yang akan dicapai setelah penelitian dilaksanakan, penelitian dengan mengangkat tema Pendidikan Jasmani Untuk Anak Usia Dini: Pengembangan Fundamental Movement Skill (FMS) bertujuan untuk membentuk fundamental skill pada anak usia dini agar dapat berkembang sesuai dengan karakter perkembangannya sehingga dapat menunjang aktivitasnya pada masa dewasa nanti. Penelitian ini menggunakan pendekatan penelitian dan pengembangan. Sedangkan model pengembangan yang digunakan adalah model pengembangan Research & Development (R&D) dari Borg dan Gall yang terdiri dari sepuluh langkah antara lain; 1) need asesmen 2) melakukan perencanaan 3) mengembangkan produk awal yang diuji oleh 3 ahli 4) melakukan uji lapangan kecil 5) revisi produk 6) melakukan uji coba lapangan sedang 7) revisi produk 8) uji coba lapangan besar 9) revisi produk 10) menyusun laporan penelitian. Hasil penelitian menunjukkan bahwa uji coba kelompok kecil memperoleh skor, 70.04%, uji coba kelompok sedang 80, 34 % dan uji coba kelompok besar 86.89% sehingga efektivitas model untuk mengembangkan fundamental movement skill (FMS) pada anak bisa diterima dengan baik.