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OBJECTIVE: Evaluate the feasibility, fidelity and preliminary efficacy of Camp NERF to prevent unhealthy weight gain and promote healthy behaviours in children during the summer. DESIGN: Camp NERF was an 8-week, multicomponent, theory-based programme coupled with the US Department of Agriculture's Summer Food Service Program. Twelve eligible elementary-school sites were randomized to one of three treatment groups: (i) Active Control (non-nutrition, -physical activity (PA), -mental health); (ii) Standard Care (nutrition and PA); or (iii) Enhanced Care (nutrition and PA, plus cognitive behavioural techniques) programming. Efficacy was determined by assessing mean change by group in child outcomes using hierarchical linear regression models. SETTING: Low-income, urban neighbourhoods in Columbus, OH, USA.ParticipantsEconomically disadvantaged, racial minority children of elementary school age (kindergarten-5th grade). RESULTS: Eighty-seven child-caregiver dyads consented; eighty-one completed pre- and post-intervention assessments resulting in a 93·10 % retention rate. Delivery of the intended lesson occurred 79-90 % of the time. Of the children, 56·98 % (n 49) were female; 89·53 % (n 77) were Black. Overall mean change in BMI Z-score from baseline to post-intervention was -0·03 (se 0·05); change in BMI Z-score did not differ significantly between treatment group. Change in nutrition, PA, mental health or psychosocial outcomes did not differ between groups. CONCLUSIONS: Results from the current study demonstrate feasibility and fidelity, yet no intervention effect of Camp NERF. Instead, findings suggest that participation in structured programming of any type (health behaviour-related or not) may prevent unhealthy summer weight gain. Additional studies are needed to confirm findings. Results have implications for child nutrition policy addressing the issue of summer health.
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Promoção da Saúde/métodos , Obesidade Infantil/prevenção & controle , Pobreza/estatística & dados numéricos , Avaliação de Programas e Projetos de Saúde/métodos , População Urbana/estatística & dados numéricos , Criança , Pré-Escolar , Terapia Cognitivo-Comportamental/métodos , Exercício Físico , Estudos de Viabilidade , Feminino , Comportamentos Relacionados com a Saúde , Humanos , Masculino , Ohio , Estações do Ano , Aumento de PesoRESUMO
Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4-5, 7-8 and 10-11 years old. Participants' skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37-70) and (2) process and product assessments across skills and age groups (r range = .26-.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.
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Destreza Motora , Movimento , Exame Físico/métodos , Fatores Etários , Criança , Pré-Escolar , Exercício Físico , Feminino , Humanos , Masculino , EsportesRESUMO
BACKGROUND: The number of obese children in the US remains high, which is problematic due to the mental, physical, and academic effects of obesity on child health. Data indicate that school-age children, particularly underserved children, experience unhealthy gains in BMI at a rate nearly twice as fast during the summer months. Few efforts have been directed at implementing evidence-based programming to prevent excess weight gain during the summer recess. METHODS: Camp NERF is an 8-week, multi-component (nutrition, physical activity, and mental health), theory-based program for underserved school-age children in grades Kindergarten - 5th coupled with the USDA Summer Food Service Program. Twelve eligible elementary school sites will be randomized to one of the three programming groups: 1) Active Control (non-nutrition, physical activity, or mental health); 2) Standard Care (nutrition and physical activity); or 3) Enhanced Care (nutrition, physical activity, and mental health) programming. Anthropometric, behavioral, and psychosocial data will be collected from child-caregiver dyads pre- and post-intervention. Site-specific characteristics and process evaluation measures will also be collected. DISCUSSION: This is the first, evidence-based intervention to address the issue of weight gain during the summer months among underserved, school-aged children. Results from this study will provide researchers, practitioners, and public health professionals with insight on evidence-based programming to aid in childhood obesity prevention during this particular window of risk. TRIAL REGISTRATION: NCT02908230/09-19-2016.
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Informação de Saúde ao Consumidor/métodos , Obesidade Infantil/prevenção & controle , Terapia Recreacional/métodos , Serviços de Saúde Escolar , Populações Vulneráveis , Antropometria , Criança , Exercício Físico , Feminino , Serviços de Alimentação , Humanos , Masculino , Aptidão Física , Avaliação de Programas e Projetos de Saúde , Instituições Acadêmicas , Estações do Ano , Estados Unidos , Aumento de PesoRESUMO
AIM: This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. METHODS: FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. RESULTS: More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. CONCLUSION: This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms.
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Destreza Motora , Fatores Etários , Bélgica , Criança , Pré-Escolar , Feminino , Humanos , Masculino , Valores de Referência , Fatores SexuaisRESUMO
This cross-sectional study examined associations among motor skill competence (MSC) and health-related fitness (HRF) in youth. A convenient sample of 253 boys and 203 girls (aged 4-13 years) participated in the study. Associations among measures of MSC (throwing and kicking speed and standing long jump distance) and a composite measure of HRF (push-ups, curl-ups, grip strength and PACER test) across five age groups (4-5, 6-7, 8-9, 10-11 and 12-13 yrs.) were assessed using hierarchical regression modeling. When including all children, throwing and jumping were significantly associated with the composite HRF factor for both boys and girls (throw, t = 5.33; jump, t = 4.49) beyond the significant age effect (t = 4.98) with kicking approaching significance (t = 1.73, p = .08). Associations between throwing and kicking speed and HRF appeared to increase from early to middle to late childhood age ranges. Associations between jumping and HRF were variable across age groups. These results support the notion that the relationship between MSC and HRF performance are dynamic and may change across childhood. These data suggest that the development of object control skills in childhood may be important for the development and maintenance of HRF across childhood and into adolescence.
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Destreza Motora/fisiologia , Aptidão Física/fisiologia , Adolescente , Fatores Etários , Criança , Pré-Escolar , Estudos Transversais , Feminino , Humanos , Masculino , Modelos Estatísticos , Análise de RegressãoRESUMO
Early childhood is a crucial time for children to develop their fundamental motor skills (FMS), serving as a foundation for engagement in lifelong physical activity (PA). With increasing concerns over the declining levels of PA and motor competence (MC), the aim of this study was to explore the predictors of PA in children in a play-based curriculum. A secondary purpose was to explore levels of PA and MC during the school day. The final aim was to explore whether there were sex differences. Children (N = 94; Mage = 68.96 months, SD = 8.25) in five classes from four different schools in Wales were tested on the TGMD-2, standing long jump, and MABC-2. Levels of PA were measured using ActiGraph GT3X-BT accelerometers, and 85 children met the wear time criteria. Object control (OC) skills, standing long jump, and age significantly predicted the percentage of time spent performing sedentary behaviours F(10,73) = 3.026, p = 0.003, R2 = 0.29 (adj R2 = 0.20) and time spent on MVPA F(10,73) = 3.597, p < 0.001, R2 = 0.33 (adj R2 = 0.24). Children spent an average of 48.7% of the school day performing sedentary behaviours and 9.1% performing moderate to vigorous physical activity (MVPA) and did not achieve 60 min of MVPA. The MABC revealed that 67% were below the 15th percentile. Girls spent more time than boys performing sedentary behaviours (p = 0.014), and boys spent more time than girls on MVPA (p = 0.004). Boys outperformed girls at OC skills (p < 0.001), while girls outperformed boys at locomotor skills (p < 0.001). These findings reinforce the pivotal role teachers and parents play in providing opportunities for children to be PA. OC skills and jump were positively associated with PA, emphasising the importance of developing FMS in early childhood. There were also sex disparities for both PA and MC, along with low levels of MC, highlighting the need for investing in comprehensive programmes and initiatives that prioritise the development of FMS during early childhood.
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The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children's motor skills. This study investigates how MiniMovers activities enabled parents to support their children's physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21-79 months) and their parents, providing quantitative analysis on children's performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents' attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children's enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.
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Purpose: The purpose of this study was to explore how parent involvement influenced the effectiveness of a movement intervention targeting gross motor skills and physical activity behavior in preschool-aged boys and girls. Methods: Parents received training at monthly school-based sessions and online to implement the movement intervention once per month at school and once per week at home across 6 months (N = 104; Mage = 48.30 months, SD = 6.90). Children completed the Test of Gross Motor Development-3 at baseline and wore physical activity trackers 24/7 for six weeks during the intervention. COVID-19 disrupted the intervention and prevented immediate post testing. Children (N = 60; Mage = 60.86 months, SD = 6.57) who returned to the center one year later completed gross motor skill retention testing. Results: For each additional school-based session attended by the parents (up to six), children's locomotor and manipulative skills were 1.87 and 1.95 points higher, respectively, at the start of the following academic year. For physical activity, each session increase in attendance at the school-based component of the intervention resulted in an additional 1455 steps in average weekly step count. Conclusion: Increased parent engagement demonstrated greater change in gross motor skills and larger acute physical activity responses. Understanding barriers that impact the level of parental intervention engagement (i.e., dose) also provides insight into why some children learn and others do not within a parent-led intervention. Although the implementation and results of this study were impacted by COVID, these data can help researchers optimize future intervention strategies.
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COVID-19 , Masculino , Feminino , Humanos , Pré-Escolar , Atividade Motora , Exercício Físico/fisiologia , Pais/educação , Instituições Acadêmicas , Destreza Motora/fisiologiaRESUMO
BACKGROUND: The traditional index of return-to-sport (RTS) readiness after anterior cruciate ligament reconstruction (ACLR) is the achievement of physical competence criteria. Emerging research indicates that psychological response and self-perceptions of physical competence may be critical mechanisms for successful RTS among young athletes. HYPOTHESIS: Young athletes with higher actual physical competence (APC) and perceived physical competence (PPC) will demonstrate a more positive psychological response at the time of RTS after ACLR. STUDY DESIGN: Cross-sectional study; Level of evidence, 3. METHODS: A total of 41 young athletes after primary ACLR completed testing within 8 weeks of medical clearance to RTS. APC was measured with isokinetic knee extension strength, single-limb crossover hop for distance, and the Knee injury and Osteoarthritis Outcome Score. PPC was measured with the Athletic Competence subscale of the Self-Perception Profile. Criteria for APC and PPC were based on established age- and activity-relevant cutoff scores. Different constructs of psychological response were assessed with the adapted Sport Motivation Scale, Brief Resilience Scale, and Anterior Cruciate Ligament Return to Sport after Injury (ACL-RSI) total and subscale scores (Emotions, Confidence, and Risk Appraisal). Multiple linear regression analyses were used to determine differences in measures of psychological response based on achievement of APC and PPC, while adjusting for age and sex. RESULTS: Of the 41 participants, 10 (24.4%) met all criteria for APC and 22 (53.7%) met the PPC criteria. The regression models estimating the ACL-RSI score (P < .001; adjusted R2 = 0.331), ACL-RSI Emotions score (P < .001; adjusted R2 = 0.427), and ACL-RSI Risk Appraisal score (P = .013; adjusted R2 = 0.212) were statistically significant. Although APC was not associated with any measure of psychological response, meeting PPC criteria, younger age, and male sex were found to be associated with a more positive psychological readiness to RTS, but not with motivation or resilience. CONCLUSION: Meeting PPC criteria was associated with higher psychological readiness to RTS among young athletes after ACLR, while meeting APC criteria was not associated with any construct of psychological response.
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Lesões do Ligamento Cruzado Anterior , Esportes , Humanos , Masculino , Volta ao Esporte/psicologia , Estudos Transversais , Lesões do Ligamento Cruzado Anterior/cirurgia , Lesões do Ligamento Cruzado Anterior/psicologia , Atletas/psicologia , Força Muscular/fisiologiaRESUMO
Purpose: Identifying profiles of preschoolers' motor competence (MC) is essential for providing accurate and targeted intervention. However, little is known regarding children's MC profiles, more specifically how skills may present in unique clusters. The purposes of the study were to explore MC profiles of U.S. children ages 3-6 years, quantify the uniqueness of these profiles, and examine differences by age, gender, race, geographic region, socioeconomic status, and Body Mass Index z-scores. Methods: Participants included children (N = 582, ngirls = 296) aged 3-6 years (Mage = 4.97, SD = .75) enrolled in one of seven early childhood education centers (Alabama, Louisiana, Ohio [× 2], South Carolina [× 2], Texas). Each child's MC was assessed with the 12 skills comprising the TGMD-2. Latent profile analysis was performed using the 12 MC skills. Results: Five profiles of MC emerged, three of which show developing MC but in varying combinations. Wald tests revealed possible MC advantages for preschool children who are older, boys, reside in an urban region, and are of higher socioeconomic status, but only for the proficient MC profile. Conclusion: By uncovering five unique latent MC profiles, professionals should consider the presentation/origins of each profile and use such knowledge to create targeted, individualized MC interventions in American preschoolers. From a research perspective, the implications of this study suggest that researchers should consider person-oriented approaches examining individual skill scores (vs. summed subscale scores) whenever possible.
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Destreza Motora , Classe Social , Índice de Massa Corporal , Pré-Escolar , Feminino , Humanos , MasculinoRESUMO
Purpose: This study examined the extent to which fundamental motor skill competence (FMSC; locomotor and object control skill competence) and perceived physical competence (PPC) predicted physical activity levels and sedentary behaviors during free-play time at preschool. Method: A total of 72 children (girls n = 33, boys n = 39; Mage = 4.38, SD = .85 years) were recruited from two preschools. Fundamental motor skill competence was measured using the Test of Gross Motor Development - 2nd edition, and PPC was assessed using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance. Physical activity was measured using accelerometers. Results: Children engaged in light physical activity 19.66%, and moderate to vigorous physical activity (MVPA) 36.41%, and sedentary behaviors 43.94% of their free-play time. Since no correlation was observed in light physical activity with any variables, a hierarchical multiple linear regression was run for MVPA and sedentary behaviors. The results illustrated 38.9% of the variance in MVPA during free-play time was predicted by FMSC and PPC, after controlling for age and sex, with locomotor skill competence as a significant predictor (t= 2.98, p < .05). For sedentary behaviors, the 32.9% of the variance during free-play time was predicted by FMSC and PPC, after controlling age and sex, with locomotor skill competence as a significant predictor (t = 2.72, p < .05). Conclusion: The findings highlight the importance of developing FMSC and positive PPC during early childhood to enhance physical activity engagement during free-play.
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Comportamento Infantil/fisiologia , Exercício Físico/fisiologia , Exercício Físico/psicologia , Destreza Motora/fisiologia , Autoimagem , Acelerometria/instrumentação , Pré-Escolar , Estudos Transversais , Feminino , Monitores de Aptidão Física , Humanos , Masculino , Jogos e Brinquedos , Comportamento Sedentário , Fatores SexuaisRESUMO
BACKGROUND AND OBJECTIVES: Developmental delay in motor competence may limit a child's ability to successfully participate in structured and informal learning/social opportunities that are critical to holistic development. Current motor competence levels in the USA are relatively unknown. The purposes of this study were to explore motor competence levels of US children aged 3-6 years, report percentages of children demonstrating developmental delay, and investigate both within and across childcare site predictors of motor competence, including sex, race, geographic region, socioeconomic status, and body mass index percentile classification. Potential implications from results could lead to a greater awareness of the number of children with developmental delay, the impetus for evidence-based interventions, and the creation of consistent qualification standards for all children so that those who need services are not missed. METHODS: Participants included children (N = 580, 296 girls) aged 3-6 years (Mage = 4.97, standard deviation = 0.75) from a multi-state sample. Motor competence was assessed using the Test of Gross Motor Development, Second Edition and the 25th and 5th percentiles were identified as developmental delay-related cutoffs. RESULTS: For both Test of Gross Motor Development, Second Edition subscales, approximately 77% of the entire sample qualified as at risk for developmental delay (≤ 25th percentile), while 30% of the entire sample were at or below 5th percentile. All groups (e.g., sex, race, socioeconomic status) were prone to developmental delay. Raw object control scores differed by sex. CONCLUSIONS: Developmental delay in motor competence is an emerging epidemic that needs to be systematically acknowledged and addressed in the USA. By shifting norms based upon current data, there may be a lower standard of "typical development" that may have profound effects on factors that support long-term health.
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Desenvolvimento Infantil , Deficiências do Desenvolvimento/epidemiologia , Destreza Motora , Índice de Massa Corporal , Criança , Pré-Escolar , Estudos Transversais , Feminino , Humanos , Masculino , Classe Social , Estados Unidos/epidemiologiaRESUMO
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BACKGROUND: Motor competence and health-related fitness are important components for the development and maintenance of a healthy lifestyle in children. This study examined cross-cultural performances on motor competence and health-related fitness between Portuguese and U.S. children. METHODS: Portuguese (nâ¯=â¯508; 10.14 ± 2.13 years , mean ± SD) and U.S. (nâ¯=â¯710; 9.48 ± 1.62 years) children performed tests of cardiorespiratory fitness (Progressive Aerobic Cardiovascular Endurance Run), upper body strength (handgrip), locomotor skill performance (standing long jump), and object projection skill performance (throwing and kicking). Portuguese and U.S. children were divided into 2 age groups (6-9 and 10-13 years) for data analysis purposes. A two-factor one-way analysis of covariance (ANOVA) was conducted with the Progressive Aerobic Cardiovascular Endurance Run, handgrip, standing long jump scores, kicking, and throwing speed (km/h) as dependent variables. RESULTS: Results indicated that Portuguese children, irrespective of sex, presented better performances in locomotor and cardiorespiratory performance (standing long jump and Progressive Aerobic Cardiovascular Endurance Run) than U.S. children in both age bands. U.S. children outperformed Portuguese children during throwing and handgrip tests. Kicking tests presented gender differences: Portuguese boys and U.S. girls outperformed their internationally matched counterparts. CONCLUSION: Cultural differences in physical education curricula and sports participation may impact differences in motor competence and fitness development in these countries.
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BACKGROUND: The most efficacious childhood obesity prevention interventions have involved caregivers directly or indirectly. Due to the high reliance on technology, research examining technological intervention approaches is warranted, particularly during the summer when parents may be more difficult to engage and the risk for excess weight gain among children is high. METHODS: The feasibility and acceptability of a multi-component childhood obesity prevention intervention incorporating a caregiver component utilizing technology-based approaches-texting and social media-was explored. This was an internal pilot of the Camp Nutrition Education Recreation and Fitness (NERF) study, a group RCT for school-age children coupled to the USDA Summer Food Service Program. Feasibility and acceptability of the technology caregiver engagement component were assessed via process outcomes (participation rates) and in-depth interviews. RESULTS: Participants (n = 37) were 91.9% female, 91.8% Black, 58.7% low-income, and 75.0% overweight/obese. Participation rates in texting and social media were 62.2% and < 3%, respectively. Themes emerged from the in-depth interviews were texting provides connection; desire more involvement with program; fear social media privacy intrusion. CONCLUSIONS: Results will be used to inform changes to technology-based caregiver engagement strategies to be tested in future interventions. TRIAL REGISTRATION: Clinical Trials, NCT02908230/09-19-2016. Registered 20 September 2016.
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The purpose of the study was to examine the influence of critical cues and task constraints on body-component levels and maximum ball velocity. 81 children (M age = 97.8 mo.) were systematically assigned to one of four strategies. Participants completed 15 throws during each of 4 practice sessions. Differences between groups were found for body-component developmental levels and ball velocity. The differences indicate prompts to throw the ball hard and fast impact ball velocity and body-components by developmental levels. Critical cues also appear to be a useful tool to improve the step component. Results suggest the use of forceful throwing tasks, cues, and velocity feedback can be useful tools to influence throwing performance.
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Braço/fisiologia , Comportamento Infantil/fisiologia , Sinais (Psicologia) , Movimento/fisiologia , Desempenho Psicomotor/fisiologia , Desempenho Atlético/fisiologia , Fenômenos Biomecânicos , Criança , Desenvolvimento Infantil/fisiologia , Feminino , Humanos , Masculino , Movimento (Física) , Destreza Motora/fisiologia , Educação Física e Treinamento/métodos , Prática Psicológica , EnsinoRESUMO
PURPOSE: Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. METHOD: Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. RESULTS: Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (ß = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. CONCLUSION: Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.
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Intervenção Educacional Precoce , Destreza Motora , Educação Física e Treinamento/métodos , Pré-Escolar , Humanos , Pobreza , Estados UnidosRESUMO
OBJECTIVES: The purpose of this study was to examine the effectiveness of a 30-week fundamental motor skill program in typically developing young children and to investigate possible sex differences. DESIGN: A multicenter quasi experimental design was set up for this study which involved 992 children aged 3-8 years. METHODS: All participants received their typical Physical Education curriculum and habitual movement activities. The intervention group (n=523; 53.5% boys) received a weekly 60-min motor skill session provided by trained local instructors in existing child settings; the control group (n=469; 49.7% boys) received no additional practice. Fundamental motor skills were assessed using the Test of Gross Motor Development, 2nd Edition before and after the intervention. To assess the effect of the intervention and possible sex differences, hierarchical linear regressions analyses were conducted for locomotor and object control gain scores. RESULTS: The intervention group demonstrated a higher gain in both locomotor (ß=3.78, SE=1.08, p<0.001) and object control (ß=4.46, SE=1.06, p<0.001) skills than the control group. Girls demonstrated a lower gain in object control skills (ß=-3.50, SE=0.49, p<0.001) and higher gain in locomotor skills (ß=1.01, SE=0.44, p=0.022) than boys, regardless of group. CONCLUSIONS: The present study demonstrated the effectiveness of a wide-scale community-based intervention in typically developing children. The sex differences reported may indicate the need to use different pedagogical and instructional strategies to enable boys and girls to develop and master a wide range of motor skills.
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Exercício Físico/fisiologia , Atividade Motora/fisiologia , Destreza Motora/fisiologia , Estudos de Casos e Controles , Criança , Desenvolvimento Infantil , Pré-Escolar , Comportamento Cooperativo , Estudos Transversais , Feminino , Humanos , Masculino , Educação Física e Treinamento , Análise de Regressão , Fatores SexuaisRESUMO
PURPOSE: The purposes of this study were to examine age and gender differences in throwing performance across an underexplored portion of the lifespan: middle adolescents (14-17 years old), young adults (18-25 years old), and adults (35-55 years old). METHOD: Throwing performance was assessed using the body component levels from Roberton's developmental sequences for force and ball velocity that were recorded by a radar gun. Participants in each age group performed between 5 to 10 forceful overhand throws toward a target approximately 15m to 20m from the thrower. A Wilcoxon-Mann-Whitney Test was used to determine gender differences and a Wilcoxon-Signed Ranks Test was used to determine age-group differences for each component. Gender and age-group differences in ball speed were determined by a 3 (age group) x 2 (gender) factorial analysis of variance with follow-up post-hoc tests. RESULTS: Young-adult men had higher body component levels and ball speed compared with the adolescent boys and adult men. Female age-group differences existed only for humerus action between young-adult and adult groups and for ball speed between young-adult and adolescent groups. Gender differences (p < .01) existed in component levels for the adolescent and young-adult groups, but not the adult groups. Gender differences in ball speed (p < .001) existed within each age group. CONCLUSION: Although these data were cross-sectional, the regressive developmental changes observed and the narrowing gender gap may eventually provide insight related to the relationships among motor skill competence, physical fitness, and physical activity across the lifespan.
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Movimento/fisiologia , Extremidade Superior/fisiologia , Adolescente , Adulto , Fatores Etários , Análise de Variância , Estudos Transversais , Feminino , Humanos , Masculino , Fatores Sexuais , Adulto JovemRESUMO
This study examined the influence of gender and region on object control (OC) and locomotor skill development. Participants were 275 midwestern African American and 194 southwestern Hispanic preschool children who were disadvantaged. All were evaluated on the Test of Gross MotorDevelopment-2 (Ulrich, 2000). Two, 2 Gender (girls, boys) x 2 Region (midwest, southwest) analyses of variance were conducted on OC and locomotor percentile rank. Both midwestern and southwestern preschoolers were developmentally delayed in locomotor and OC skills (< 30th percentile). There was a significant difference for gender (p < .0001) and Gender x Region interaction (p = .02) for OC skills. Boys outperformed girls in the midwestern and southwestern regions. For locomotor skills, there was a significant difference for region (p < .001), with midwestern preschoolers having better locomotor skills.