Multistakeholder Perspectives on the Determinants of Family Fundamental Movement Skills Practice: A Qualitative Systematic Review.

BACKGROUND: Childhood obesity is a significant public health crisis that is exposing children to associated morbidities and premature mortality. However, parents can positively influence physical activity trajectories and improve health outcomes by nurturing fundamental movement skills (FMS) in children. This is the first study to explore the determinants of family FMS practice via a systematic synthesis of qualitative evidence. METHODS: Keyword searches were completed in SPORTDiscus, PubMed, Scopus, Web of Science, and Embase. Studies that offered perspectives relating to influences on the FMS of 2-6-year-old children in the family context via qualitative approaches, including visual methodologies that provided an important voice to children, were included. A thematic analysis was used to establish key themes. RESULTS: The emergent themes included parent knowledge and beliefs, self-efficacy of parents to teach, and the home environment. Parents often undervalued FMS and lacked the self-efficacy to teach due to poor understanding, conflicting priorities, and multifaceted societal influences. Children preferred autonomous play and socialisation but were negatively influenced by technology and restrictive household rules. CONCLUSIONS: Greater knowledge exchange between stakeholders is necessary to empower parents and enhance FMS application at home. More community initiatives could facilitate greater access to outdoor spaces, facilities, and equipment, which may improve family engagement with FMS.

The effects of physical exercise on fitness and emotion in Chinese preschoolers.

BACKGROUND: The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children. METHODS: This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the "Hello Sunshine" ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The "Hello Sunshine" ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children's physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data. RESULTS: The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups. CONCLUSIONS: The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.

The impact of an early childhood educator e-Learning course on young children's fundamental movement skills: A cluster randomized controlled trial.

Early childhood educators (ECEs) are ideally positioned to support the development of children's fundamental movement skills (FMS). However, ECEs have little specialised training to support the development of FMS in young children. This study aimed to assess the impact of an e-Learning course on the FMS of preschool-aged children. 145 Preschool-aged children and 42 ECEs from 12 childcare centres participated in the study. ECEs in the experimental group were asked to complete the e-Learning course. A subsample of children (n = 48) was objectively assessed using the Test of Gross Motor Development 3rd Edition (TGMD-3). Additionally, parents of all participating children reported perceptions of their child's FMS to understand if they knew how well their child was progressing. Findings showed a significant increase in TGMD-3 assessed locomotor skills from baseline to follow-up in the intervention group compared to the control group and total FMS but not objective control skills. Parent-reported FMS increased in the intervention group for all locomotor, object control skills, and total FMS. However, the intervention effect for all three measurements was not significant. The results from this study highlight the potential utility of online professional development for ECEs as an approach to improving young children's FMS.

Associations Between Fundamental Motor Skill Domains and Physical Fitness Components in 5-11-Year-Old Children.

High competence in fundamental motor skills (FMS) and adequate physical fitness (PF) levels are a solid foundation for acquiring an active and healthy lifestyle during childhood and adolescence. In this cross-sectional study, we aimed to compare gender and age groups and identify correlations between FMS and PF in young elementary school students. We used a structured questionnaire to gather sociodemographic information from parents, and we characterized the children's economic profile with the Brazil Social Economic Status Criterion. We collected FMS data using the Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS), and we used the Brazil Sports Project Battery Test to measure PF levels. Statistical analyses involved descriptive data and inferential tests to determine group differences in FMS and PF levels. Hierarchical regression helped identify the associations between FMS and PF, as controlled by sociodemographic factors. Participants were 720 students (and parents) of both genders (383 girls, 337 boys; M age = 8.8, SD = 1.52 years) from grades 1 to 5 in an elementary school in a municipality in the western region of the Paraná state in Brazil. The results showed significant differences in children's motor skills and PF based on gender and age. The hierarchical regression model showed different combinations of flexibility, abdominal resistance, upper limb strength, agility, speed, and lower limb strength, which explained 33.7% of the variability in the global FMS index, 41% of the variability in manipulative skills, and 12.7% of the variability in locomotor skills. In addition, there was a positive association between FMS and PF related to neuromuscular development for both sexes, regardless of age.

"Track style" children's fundamental movement skills test: construction and verification of an efficient evaluation system.

Objectives: This study aimed to develop an efficient tool for assessing children's fundamental motor skills, the "Track style" Children's Fundamental Movement Skills Test (TCFMST), based on theories of motor development integrated with Chinese cultural context and physical education teaching situations. Methods: Starting from a literature analysis, the study selected items from existing fundamental movement skill (FMS) assessments, textbooks, physical education and health standards, and children's movement guidelines to construct a pool of test items. Subsequently, the items were screened and optimized using the Delphi method. Finally, the feasibility, discrimination, difficulty, reliability, and validity of the constructed test were examined using testing methods. Results: The TCFMST includes three dimensions: locomotive skills, body control skills, and manipulative skills, with a total of 10 items. The difficulty and discrimination of each item are appropriate; the correlation coefficients for retest reliability range from 0.789 to 0.943 (p < 0.01). The results of exploratory factor analysis indicate that the common factors align with the hypothesized three dimensions, indicating good structural validity of the test. The concurrent validity results show a correlation coefficient of -0.510 (p < 0.01) between the TCFMST and the total score of TGMD-3, indicating a moderate correlation between the two tests. Conclusion: The TCFMST developed in this study has good difficulty, discrimination, reliability, and validity. It also features strong operability, a short duration, and high interest. It can serve as an important tool for monitoring children's fundamental motor skill levels.

Exploring the Relationship between Fundamental Movement Skills and Health-Related Fitness among First and Second Graders in Korea: Implications for Healthy Childhood Development.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. This study utilized secondary data from the physical activity competence evaluation conducted by the Health Physical Activity Institute (HPAI). In October 2023, the HPAI evaluated the fundamental movement skills (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and health-related fitness (muscular strength, cardiorespiratory endurance, and flexibility) of 291 first and second-grade students. The collected data were analyzed through frequency and multiple regression analyses performed using SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (i.e., that used in single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders. Based on the results derived from this study, it is expected to serve as a theoretical basis for including "jumping" and "static balance" in the first and second grade curriculum of elementary schools, thereby providing essential guidance.

Biopsychosocial and Environmental Correlates of Children's Motor Competence: An Exploratory Study.

BACKGROUND: Given the significance of motor competence (MC) for healthy development and as a cornerstone for lifelong physical activity (PA), it is crucial to understand the manifold factors that are associated with MC. Thus, the aim of the present study was to investigate correlates of children's MC and their fundamental movement skills (FMS) within their daily life from a comprehensive biopsychosocial-ecological perspective. METHODS: This is a cross-sectional sub-study of the 'Physical Literacy for Communities (PL4C)' WAVES cohort study conducted in the West Vancouver School District, Canada. Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated. RESULTS: A total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. The group comprised 51% boys and 47% girls from 14 elementary schools. Most children were at an emerging MC-level (71%), while those at a competent MC-level exhibited significantly more daily minutes of MVPA (123 versus 109, p = 0.001). Additionally, they played outdoors more frequently and engaged in more instructor-led PA. The results revealed that logistical support from parents had not only a direct positive association with overall MC, both for girls and boys, but also with most of the FMS categories. However, the correlates of MC varied between genders and showed different patterns across the five FMS categories. While time spent in sports or coach-/instructor-led physical activities had a significant SEM generated direct effect only for boys' MC and for locomotor, upper body object control and balance, the aesthetic design of the school grounds was only associated with girls' MC and those same three FMS categories. Multivariate SEM could explain 26% of variance for girls' MC and 30% for boys'. CONCLUSIONS: This exploratory baseline assessment revealed parental logistical support as an important correlate of MC, irrespective of gender. There were distinct gender patterns across biopsychosocial-ecological correlates influencing MC and FMS. Despite the heterogeneity of the results, our findings indicate a potential role of school ground design in supporting the development of children's MC, especially for girls.

Investigating Expert-Rater Agreement and Inter/Intra-Rater Reliability of Two Fundamental Movement Skills for the Locomotor Subscale of the FG-COMPASS.

The Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS) is an observational tool using sequential decisions to assess fundamental movement skill proficiency. The current version of the test has three locomotor and five manipulative skills. Adding two more locomotor skills to the assessment tool enriches its scope, enabling a more comprehensive and nuanced evaluation of individual movement skills. We assessed expert-non-expert rater agreement and inter/intra non-expert rater reliability of two new scales for the locomotor subscale. We divided this study into two parts. In Part I, we filmed 60 children aged 5-10 years old who performed gallop and vertical jump skills. A motor behavior expert then classified the videotapes using our newly created rating scales. Next, we selected eight videos for training purposes and 24 videos for testing purposes. In Part II, 30 undergraduate students underwent rater training. Rating data were analyzed using weighted kappa (Kw) and the intra-class correlation coefficient (ICC), and these indices showed 'very good' agreement between the expert and the non-expert raters for vertical jump (Kw = .96) and gallop (Kw = .89). The ICC expert to non-expert rater values for vertical jump and gallop were .98 and .94, respectively; and mean kappa values for inter-rater reliability between non-experts were considered 'very good' for vertical jump (MKw = .92) and 'good' for gallop (MKw = .78). The ICC inter-rater values were .98 and .95 (considered 'excellent') for vertical jump and gallop, respectively; and the kappa intra-rater values were .96 and .85, respectively, with intra-rater ICC values .98 and .92. Thus, the proposed rating scales were reliable for assessing vertical jump and gallop. Future studies should focus on criterion-related validity and reliability evidence from live performances.

Reliability of the Test of Gross Motor Development Third Edition Among Children with Developmental Coordination Disorder.

AIM: The Test of Gross Motor Development Third Edition (TGMD-3) is used to assess the development of fundamental movement skills in children from 3 to 10 years old. This study aimed to evaluate the intra-rater, inter-rater, and test-retest reliability and to determine the minimal detectable change (MDC) value of the TGMD-3 in children with developmental coordination disorder (DCD). METHODS: The TGMD-3 was administered to 20 children with DCD. The child's fundamental movement skills were recorded using a digital video camera. Reliability was assessed at two occasions by three raters using the generalizability theory. RESULTS: The TGMD-3 demonstrates good inter-rater reliability for the locomotor skills subscale, the ball skills subscale, and the total score (φ = 0.77 - 0.91), while the intra-rater reliability was even higher (φ = 0.94 - 0.97). Test-retest reliability was also shown to be good (φ = 0.79-0.93). The MDC95 was determined to be 10 points. CONCLUSION: This study provides evidence that the TGMD-3 is a reliable test when used to evaluate fundamental movement skills in children with DCD and suggests that an increase of 10 points represents a significant change in the motor function of a child with DCD.

Acquisition and Retention Effects of Fundamental Movement Skills on Physical Activity and Health-Related Fitness of Children with Autism Spectrum Disorder.

This study adopted a quasi-experimental design to explore the effects of fundamental movement skill intervention on the acquisition and retention of physical activity levels and health-related fitness in children with autism spectrum disorder (ASD). In the experiments, 11 children received fundamental motor skill training (12 weeks, 60 min/session, 4 times/week), and 10 children maintained traditional physical activity. Assessments were performed using an ActiGraph GT3X+ accelerometer, health-related fitness pre-post intervention, and 1-month follow-up tests. The sedentary time during physical activity was significantly decreased (p = 0.01), and there were large changes in health-related physical fitness indicators, including significantly improved body composition (body mass index, F(1,19) = 8.631, p = 0.03, partial η2 = 0.312), muscle strength and endurance (sit-ups, F(1,19) = 3.376, p = 0.02, partial η2 = 0.151 and vertical jumps, F(1,19) = 5.309, p = 0.04, partial η2 = 0.218), and flexibility (sit and reach, F(1,19) = 36.228, p = 0.02, partial η2 = 0.656). Moreover, the follow-up tests showed that the children's sedentary time continued to reduce, and the muscle strength and endurance (sit-ups, F(1,19) = 4.215, p = 0.01, partial η2 = 0.426) improved continuously after the intervention. Based on this study, actionable and regular fundamental movement skill programs can be provided in the future as an effective way to achieve the healthy development goals of children with ASD.

The effect of planned active play on the fundamental movement skills of preschool children.

BACKGROUND: At present, Chinese children aged 3-6 years old are facing challenges such as insufficient physical activity, declining physical health, and obesity, and China has yet to issue curriculum standards or physical activity guidelines for this age group. At the same time, the present kindergarten physical activity curriculum is insufficient. To address this issue, this study focused on designing and executing a planned active play intervention program for the kindergarten setting to analyze its efficacy in enhancing children's fundamental movement skills (FMS). This study aims to provide a reference for the theoretical and practical exploration of children's acquisition of fundamental movement skills in the Chinese context. METHODS: Fifty-two preschoolers participated in this study and were either part of an intervention group (n = 30) or a control group (n = 24). Children's FMS were assessed before and after the intervention using the Test of Gross Motor Development-3 (TGMD-3) and the balance ability of the The Movement Assessment Battery for Children-2 (MABC-2). Physical activity (PA) during the planned active play intervention and the routine physical activity curriculum were assessed using the SOFIT throughout the intervention. RESULTS: All the children significantly improved their locomotor skills, ball skills, and TGMD from baseline to the late assessment (p < 0.05). Children in the planned active play intervention group demonstrated greater rates of change (p < 0.001) and scored higher on ball skills and TGMD in the late assessment than those in the control group (p < 0.001). The children in the intervention group, but not those in the control group, significantly improved their balance over time (p < 0.05), and the former had greater rates of change (p < 0.001). Similarly, planned active play was found to provide children with more physical activity than the routine physical activity curriculum. CONCLUSIONS: The eight-week planned active play intervention was effective in improving FMS in preschool children, with higher rates of FMS change in children who completed the intervention than children in the control group.

Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis.

Purpose: The growth of certain human brain structures peaks at early ages, and complex motor interventions could positively facilitate this process. This study aims to offer an updated meta-analysis regarding the effectiveness of motor development-focused exercise training on gross motor skills in preschool children. Methods: We searched English- and Chinese-language electronic databases as of March 2024. The main eligibility criteria were as follows: participants were healthy children aged 3 to 6 years old, and the experimental design was a randomized controlled trial, with the control arm participating in either free play or ordinary physical education curriculum. We conducted a Hartung-Knapp random-effects meta-analysis of the standardized mean difference for locomotor, object control, or gross motor quotient. Results: The search identified 23 eligible studies, of which approximately 75% were considered to have a low risk of bias. Compared with active control, exercise training showed a large to very large effect size. Cohen's d values were 1.13, 1.55, and 1.53 for locomotor, object control, and gross motor quotient, respectively. From a probabilistic viewpoint, these effect sizes correspond to events that are "very likely to occur" and "almost sure to occur." Due to variations in intervention programs, all outcome measures showed high heterogeneity. Conclusion: This updated meta-analysis offers a realistic synthesis of the current evidence, leading to the conclusion that targeted motor skill exercise training can almost certainly enhance preschool children's gross motor skills. Practical implications are discussed regarding the refinement of the instructional framework and the dissemination of these findings in preschool settings.

Physical activity level correlates with obesity-related factors, but not with fundamental movement skills in preschool children: a cross-sectional study.

This study aimed to examine the differences in physical activity (PA) level, fundamental movement skill (FMS), and obesity-related factors in preschoolers. A cross-sectional study was conducted in 426 preschool children aged 3-5 years. Participants were assigned to the low PA group (LPAG), moderate PA group (MPAG), and high PA group (HPAG) according to the total score obtained in the PA questionnaire for young children. FMS and obesity-related factors were also analyzed. PA was compared by age and sex, and FMS and obesity-related factors were compared between groups. Significant differences were found according to sex. Boys were more active than girls in the 3-4 years age group, but no significant differences were observed at the age of 5 years. LPAG showed lower FMS than MPAG and HPAG, although this was not statistically significant. However, body mass index (BMI), BMI z-score, body fat, and muscle mass showed significant differences in terms of PA levels. Consideration of age and sex is crucial in promoting PA among preschoolers. Additionally, better obesity-related factors are associated with higher PA levels, and FMS may be a useful tool in evaluating health and fitness.

Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool.

Fundamental movement skills (FMS), considered as building blocks of movement, have received growing interest due to their significant impact on both present and future health. FMS are categorized into locomotor, object control and stability skills. While there has been extensive research on assessing the proficiency and reliability of locomotor and object control skills, stability skills have received comparatively less attention. For this reason, this study aimed to assess the test-retest, intrarater and interrater reliability of five stability skills included in the Alfamov app. The performance of eighty-four healthy primary school children (60.8% girls), aged 6 to 12 years (mean ± standard deviation of 8.7 ± 1.8 years), in five stability skills was evaluated and scored by four raters, including two experts and two novices. The Alfamov tool, integrating various process-oriented tests, was used for the assessment. Reliability analyses were conducted through the computation of the intraclass correlation coefficient (ICC) along with the corresponding 95% confidence intervals. Good-to-excellent intrarater reliability, excellent interrater reliability and moderate-to-good reliability in the test-retest were achieved. The results proved that Alfamov is a robust test for evaluating stability skills and can be suitable for use by different professionals with less experience in assessing children's motor competence.

Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis.

BACKGROUND: Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. METHODS: An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). RESULTS: A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. CONCLUSION: Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.

Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study.

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.

Longitudinal pathways of associations between motor proficiency and physical fitness during earlier and later childhood: The NW-CHILD study.

Understanding the relationships between motor proficiency (MP) and physical fitness (PF) is important for the future health of children, although longitudinal findings of this nature are limited. This study explored the association between MP and PF during earlier childhood (6 and 9 years old) and later childhood (12 years old) in boys and girls. A stratified and randomized research design including a baseline and two follow-up time-point measures (2010, 2013, and 2016) were used. Primary school children (N = 374, boys = 178; girls = 196) were tested with the Bruininks-Oseretsky Test of Motor-Proficiency-2, Short Form, and the Test of Gross Motor Development- 2, at ages 6 and 9 years, and with the Progressive Aerobic Cardiovascular Endurance Run test at age 12. Spearman Rank Order Correlations and stepwise regression analyses were used to analyze the data. Although of a low magnitude, proof of a dynamic longitudinal, but a stable relationship between MP and PF were found and with different gender-specific relationships in this pathway of association. A small but significant percentage of variation in PF at 12 years could be explained by overall motor competence (MC) and object control skills (OCS) at the ages of 6 and 9 years. Among girls, the association with PF at 12 years was influenced by both OCS, and MC, although only MC contributed to the variation found in boys. Socio-economic status made an insignificant contribution at 6 years to later PF in boys, but not in girls. MC, including OCS during early and middle childhood can be considered as possible triggers of physical activity which again, can increase PF during later childhood. Obtaining early competence in these developmental areas is therefore important to promote positive and sustainable trajectories of health with long-term health outcomes.

A Matched-Pair Analysis of Gross Motor Skills of 3- to 5-Year-Old Children With and Without a Chronic Physical Illness.

PURPOSE: The purpose of this study was to compare the gross motor skills of children with a chronic physical illness with those of their healthy peers. METHODS: Data for children with a chronic physical illness come from the Multimorbidity in Children and Youth Across the Life Course study, and data from children without a physical illness come from the Health Outcomes and Physical Activity in Preschoolers study. Multimorbidity in Children and Youth Across the Life Course and Health Outcomes and Physical Activity in Preschoolers included children ages 3-5 years and administered the Peabody Development Motor Scales-second edition. Participants were sex and age matched (20 male and 15 female pairs; Mage = 54.03 [9.5] mo). RESULTS: Gross motor skills scores were "below average" for 47% of children with a physical illness compared with 9% of children without a physical illness (P = .003). Matched-paired t tests detected significant differences in total gross motor scores (dz = -0.35), locomotor (dz = -0.31), and object control (dz = -0.39) scores, with healthy children exhibiting better motor skills, and no significant difference in stationary scores (dz = -0.19). CONCLUSIONS: This skill gap may increase burden on children with physical illness and future research should assess gross motor skills longitudinally to establish whether the gap widens with age.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children.

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study.

OBJECTIVES: With the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. DESIGN AND METHODS: A cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1-3 (ages 7-9, n = 1165), 4-6 (ages 10-12, n = 837), and 7-8 (ages 13-14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. RESULTS: The desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10-30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. CONCLUSIONS: The present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity.