Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review.

Fundamental movement skills (FMS) are frequently referred to as the "building blocks" of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an "important focus" for children and adolescents, to the authors' knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.

Motor competence interventions in children and adolescents - theoretical and atheoretical approaches: A systematic review.

This study aimed to compare for the first time the immediate and retention effects of theory-based and atheoretical motor competence (MC) interventions, by conducting a systematic review to determine which intervention approach resulted in the most improvements for motor outcomes. In accordance with PRISMA guidelines, studies were identified from searches across seven databases, for articles relating to theory-based (Achievement Goal Theory, Dynamic Systems Theory, and Social-Cognitive Theory) and atheoretically-derived MC interventions in typically developing children and adolescents. Publication bias was assessed using an adapted form of Consolidated Standards of Reporting Trials statement. Of the thirty two included studies, seventeen utilized theory-based intervention approaches. The majority of studies were grounded in Achievement Goal Theory. Also, the majority of MC interventions elicited immediate (short) and/or long-term effects for children and adolescents. Studies varied with regards to intervention components and MC assessment. Many studies scored poorly for risk of bias items. Overall, the levels of success for theoretical and atheoretical intervention programmes were not distinguishable. Findings open up new horizons for motor skills instruction to be taught using developmentally appropriate pedagogy, a research field which has gained significant traction among stakeholders in recent years.

Effect of Wii Fit training on visual perception and executive function in boys with developmental coordination disorders: A randomized controlled trial.

BACKGROUND: This paper elucidated the influence of Wii Fit training on visual perception and executive function in boys with developmental coordination disorders (DCD). METHODS: 50 school boy with DCD (Mean Age = 9.55 ± 2.24) were randomly assigned to one of two groups, Wii Fit training (intervention; n = 25) or usual school program (control; n = 25). Visual perception and executive function were measured pre-, post- (8 weeks, 3 sessions per week, 30 minute per session), using Cognitive Assessment System (CAS) and Test of Visual-Perceptual Skills-Revised (TVPS-R), respectively. Pre- and post-test changes in executive function and visual perception were calculated using one-way ANCOVA, with pre-test values as covariate and post-test values as dependent variables. RESULTS: The findings show that the rates of change in total score of visual perception from pre to post were significantly different between groups (F(1, 47) = 660.76, P = 0.024). Similarly, intervention group showed significantly different rates of change in total score of executive function from pre to post (F (1, 47) = 26.15, P = 0.013). CONCLUSION: Findings support that when developing interventions for the improvement or management of visual perception and executive function in children with DCD, key stakeholders should include the Wii Fit training programs.

[Formula: see text]Is there an effective dose of aerobic exercise associated with better executive function in youth with attention deficit hyperactivity disorder?

Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent neurodevelopmental disorder in children, and it's linked to a higher risk of academic failure, interpersonal issues, mental illness, and criminality. Despite several of the comparative and detailed reviews on the effects of ADHD interventions on core symptoms, there is no data summarizing the effects of aerobic exercise (AE) on executive functions (EFs). Therefore, this study aimed to systematically review and determine the relationship between AE (acute and chronic) dosage and EFs (attention, inhibition, set-shifting, and working memory) in youth with ADHD. The consideration of how AE dosage impacts aspects of EFs has not been investigated in detail previously. The study adhered to PRISMA guideline. Sixdatabases were searched without any date restrictions, up to February 2021, for articles relating to AE interventions to influence EFs in youth with ADHD≤18 years old. Quality assessment of the reviewed papers was addressed. Thirteen studies met the inclusion criteria. Improvements in all aspects of EFs were reported after children with ADHD engaged in acute AE lasting 20-30 minutes with at least moderate intensity (65% ≤ 80% HRmax).Furthermore, chronic exercise that lasts at least 45 minutes and in the range of moderate tohigh intensity (i.e., 60% ≤ 75% HRmax), 3 days/week for 6-12, elicits additional benefits in inhibition and set-shifting.Different dosage of AE might differently influence aspects of EFs; however, this finding rests on preliminary evidence at this stage and thus should be treated with caution.It is necessary to establish suitable interventions with regard to the dosage of AE types to improve EFs in young people with ADHD.

The Assessment of Functional Movement in Children and Adolescents: A Systematic Review and Meta-Analysis.

BACKGROUND: The Functional Movement Screen™ (FMS™) is an assessment of human movement that may signal potential deficits that could predispose an otherwise healthy person to injury risk. FMS™ scores are well reported in both athletic and adult samples. However, to date, there has been no comprehensive systematic review and meta-analysis of FMS™ data among school-aged children and adolescents. OBJECTIVE: We aimed to systematically review and analyse functional movement proficiency of children and adolescents, specifically when assessed using the FMS™, and to establish initial normative values for the FMS™ in this population group and to further estimate differences in functional movement proficiency between the sexes, by school level (i.e., between primary and secondary school-level children and adolescents), and based on differences in child and adolescent body mass index (BMI). METHODS: In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, prospective studies were identified from searches across eight databases (MEDLINE, SPORTDiscus, CINAHL, Web of Science, EMBASE, ERIC, PsychINFO and PubMed), without any date restrictions, up to December 2020. The primary meta-analysis estimated the overall FMS™ score for school-aged children and adolescents across published studies. An additional three subgroup meta-analyses estimated comparisons for FMS™ data with school level, sex, and BMI across published studies. FMS™ data were meta-analysed using a number of different meta packages (Schwarzer et al. in Meta-Analysis with R, 1st ed, Springer International Publishing, Berlin, 2015), available in R Studio. RESULTS: A total of 19 articles were included in the systematic review. Meta-analysis revealed a weighted FMS™ mean score of 14.06, with a standardised Tau value of 0.56, signalling a moderate-to-large degree of variability in FMS™ means between studies. The difference in FMS™ means between samples of males (weighted FMS™ mean 13.91) and females (weighted FMS™ mean 14.56) was compatible with a possible small effect size (standardised mean difference - 0.27). The variability in FMS™ means between studies was approximately five times greater in samples of secondary school children (factor difference in Tau values 5.16). The final meta-regression identified a negative association between BMI and FMS™ scores (r = - 0.42), which signalled a moderate-to-large difference in FMS™ scores between healthy weight and overweight children/adolescents. CONCLUSION: This systematic review and meta-analysis represents a novel and important synthesis of published FMS™ data from groups of children and adolescents. The study signals possible sex- and age-related differences in FMS™ scores, as well as a clear negative relationship between BMI and functional movement proficiency. More longitudinal research is needed to better understand the developmental trajectory and the effects of maturation milestones on FMS™ proficiency. Additional research is also needed to identify the types of interventions that could improve functional movement proficiency among 'at risk' groups, who are susceptible to functional movement deficiency, and whether changes in body composition mediate the relationship between these interventions and the improvement of FMS™ scores.

The relationship between actual motor competence and physical activity in children: mediating roles of perceived motor competence and health-related physical fitness.

The purpose of this study was to investigate whether perceived motor competence and components of health-related physical fitness mediated the relationship between actual motor competence and physical activity in 8- to 9-year-old Iranian girls. A convenience sample of 352 girls (mean age = 8.7, SD = 0.3 years) participated in the study. Actual motor competence, perceived motor competence and children's physical activity were assessed using the Test of Gross Motor Development-2, the physical ability sub-scale of Marsh's Self-Description Questionnaire and Physical Activity Questionnaire for Older Children, respectively. Body mass index, the 600 yard run/walk, curl-ups, push-ups, and back-saver sit and reach tests assessed health-related physical fitness. Preacher & Hayes (2004) bootstrap method was used to assess the potential mediating effects of fitness and perceived competence on the direct relationship between actual motor competence and physical activity. Regression analyses revealed that aerobic fitness (b = .28, 95% CI = [.21, .39]), as the only fitness measure, and perceived competence (b = .16, 95% CI = [.12, .32]) were measures that mediated the relationship between actual motor competence and physical activity with the models. Development of strategies targeting motor skill acquisition, children's self-perceptions of competence and cardiorespiratory fitness should be targeted to promote girls' moderate-to-vigorous physical activity.

Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

BACKGROUND: The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls' physical activity behavior. METHODS: A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh's Self-Description Questionnaire. Children's physical activity was assessed by the Physical Activity Questionnaire for Older Children. Multiple linear regression model was used to determine whether perceived motor competence or motor skill competence best predicts moderate-to-vigorous self-report physical activity. RESULTS: Multiple regression analysis indicated that motor skill competence and perceived motor competence predicted 21% variance in physical activity (R(2)=0.21, F=48.9, P=0.001), and motor skill competence (R(2)=0.15, ᵝ=0.33, P= 0.001) resulted in more variance than perceived motor competence (R(2)=0.06, ᵝ=0.25, P=0.001) in physical activity. CONCLUSION: Results revealed motor skill competence had more influence in comparison with perceived motor competence on physical activity level. We suggest interventional programs based on motor skill competence and perceived motor competence should be administered or implemented to promote physical activity in young girls.