Children’s fundamental movement skills

Background: Physical activity (PA), physical fitness (PF), and motor skills (MS) are known to play a crucial role in overall health and well-being, particularly in early childhood when habits that affect future health are formed. Purpose: To determine the influence of socioeconomic status (SES; i.e. employment status, educational level, and income of parents), body composition (BC), sex, geographical area (school quintile), and moderate-to-vigorous physical activity (MVPA) to determine the best predictors of health-related physical fitness (HRPF), motor-related physical fitness (MR-PF), and MS in five- to eight-year-old children Methods: Participants included 299 children (150 boys, 149 girls, mean age 6.9±0.96 years). A questionnaire was used to gather SES; height and weight measured. Bioelectrical Impedance Analysis (BIA) determined body composition. HRPF and MR-PF were measured standard protocols, including the Körperkoordinations test für Kinder (KTK) and the TGMD-2. Physical activity was assessed using ActiGraphs accelerometer. Multiple stepwise regression analysis using SPSS analysed the data. Results: Medium to large significant effects were observed for all predictors, with body fat percentage (BF%), moderate-to-vigorous physical activity (MVPA), parental education and income, and BMI emerging as significant contributors to HRPF. MVPA and BMI were the most influential predictors. For MRPF and MS, sex, school quintile status, BF%, MVPA, BMI, and parental income were predictors, with sex and environmental influences being the strongest contributors. Notably, the prediction power of MRPF and MS was generally lower. Conclusions: These findings underscore the importance of holistic approaches that consider individual factors such as BC, PA levels, and sex, alongside broader social and economic contexts, in promoting children’s well-being. Practical implications: The study emphasises the need for comprehensive strategies to address the multifaceted influences on children’s physical development.

Background: Active Play (AP), as a natural and cost-effective activity method that emphasizes the enjoyment of physical activity, has garnered attention. Nevertheless, controversy still surrounds the effects of AP on FMS (Fundamental Movement Skills). Purpose:This study aims to investigate the effects of Structured Active play (SAP) and Unstructured Active play (UAP) on FMS and how they compare with the effects of physical education curriculum (PEC). Methods: Searches in four databases (MEDLINE, ERIC, Web of Science, SPORTDiscus) from January 2004 to March 2024. Trials encompassing typically developing children aged 2–6 years, where in AP programs lasting a minimum of 4 weeks. Standardized data extraction forms were utilized. Effects on overall FMS, balance, object control (OC) and locomotor skills (LM) were calculated using weighted SMD between within random-effects models. Results:Twenty-one studies involving 2201 preschool children were included, three studies compared UAP with SAP, nineteen studies compared UAP and/or SAP with PEC, three studies compared UAP and/or SAP with other comparison, and one study was an AP single-arm trial. A meta-analysis was conducted on fifteen studies, a significant pooled effect of these types of UAP comparing with PEC on overall FMS was found (SMD=-1.0172, 95 %-CI -1.6748 to -0.3595, P=0.0073), a significant pooled effect of these types of UAP comparing with PEC on LM was found (SMD=-1.6956, 95 %-CI -3.3511 to -0.0401, P=0.0471). No significant effect of other AP programs on overall FMS, balance, LM, OC was observed (p > 0.05). Conclusions: UAP may not be the most effective method for improving FMS in preschooler children. SAP, as a relaxed and free form of physical activity, shows potential in contributing to the enhancement of FMS in preschoolers. Practical implications: Further school or community intervention on FMS for preschool children, SAP can be served as a cost-effective method.

Background: Studies have explored the associations between socioeconomic status (SES) and fundamental movement skills (FMS) in preschool children. However, socioeconomic inequalites in FMS among Chinese preschoolers have not been investigated. Purpose: This study aims to investigate the socioeconomic inequalities in FMS of Chinese preschool children. Methods: Using a cross-sectional design, the study was conducted in five kindergartens located in Jiangsu and Henan Provinces. A multi-stage and random cluster sampling method was used and 602 preschoolers aged 3 to 6 years (56.1% boys) were recruited. SES was evaluated by parental education and categorized into three levels (high, medium and low). FMS were assessed using the Chinese Fundamental Movement Skills Test (CFMST). Social demographic indicators including BMI, grade and sex were collected. Generalized Linear Model analyses were conducted, with adjustments. Results: Compared to preschoolers from high SES group, those from medium or low SES groups showed poorer performance in locomotor skills: 10-m shuttle run (low: β = 0.44, 95% CI: 0.19-0.68, medium: β = 0.33, 95% CI: 0.13-0.52), hopping (low: β = 1.31, 95% CI: 0.45-2.17, medium: β = 1.73, 95% CI: 0.34-1.05); object control skills: kicking (low: β = 1.83, 95% CI: 0.46-3.20, medium: β = 2.10, 95% CI: 1.03-3.17) and jamming coins (low: β = 1.36, 95% CI: 0.57-2.15, medium: β = 0.76, 95% CI: 0.14-1.38), and stability: balance beam (low: β = 3.81, 95% CI: 1.09-6.53, medium: β = 0.83, 95% CI: 0.83-5.09). These socioeconomic inequalities pattern were even obivious among girls and the youngest prechoolers. Conclusions: Socioecomonic inequalities were found in FMS of Chinese preschool children, especially among girls and the youngest. Practical implications: FMS intervention for prechoolers should target those from low and medium SES groups, with focus on girls and the youngest children. Funding: National Social Science Foundation of China (No. 19BTY077)

Background: Fundamental motor skills (FMS) and physical fitness (FIT) play important roles in child development and provide a foundation for lifelong participation in physical activity (PA). However, since many children have suboptimal levels of PA, FMS, and FIT, efficient strategies to improve these measures, are needed. The ACTNOW study investigated the effects of an 18-month staff-led PA intervention on FMS and FIT in 3–5-year-olds. Methods: Preschoolers (n=819) aged 3–4 (3.8 yr, 54% boys) from 46 preschools in Western Norway were cluster-randomized by preschool into an intervention (n=23 preschools [381 children, 3.8 yrs., 55% boys]) or a control group (n=23 [438, 3.7 yrs., 52%]). Intervention preschools participated in an 18-month PA intervention involving a 7-month professional development of staff between 2019-2022. PA was measured with accelerometers. FMS were evaluated through nine items covering locomotor, object control, and balance skills. FIT was assessed through 4×10 shuttle-run, handgrip strength and standing long jump. Testing was conducted at baseline, 7-, and 18-month follow-up. Effects were analysed using a repeated measures linear mixed model with child and preschool as random effects and with adjustment for baseline differences. Results: Findings showed positive, significant effects for object control skills at 7-months (standardized effect size (ES)=0.17) and locomotor skills at 18-months (ES=0.21). A negative effect was found for handgrip (ES=-0.16) at 7-months. During preschool hours, SED decreased (ES=-0.18) and LPA (ES=0.14) and MVPA (ES=0.16) increased at 7-months, whereas LPA decreased at 18-months (ES=-0.15). Conclusions: The ACTNOW-intervention improved some FMS outcomes and improved SED, LPA, and MVPA short-term. Further research is needed to investigate how to improve effectiveness of staff-led PA interventions and achieve sustainable improvements in children’s PA, FMS, and FIT. Funding: Supported by The Research Council of Norway (grant.nr 287903); County Governor of Sogn og Fjordane; Sparebanken Sogn og Fjordane Foundation; Western Norway University of Applied Sciences.

Background: Young children’s perceptions of their motor skills often do not align with their actual abilities. Recent research has focused on understanding the relationships between these perceptions in young children. Purpose of this study were to investigate whether 8-9-year-old children are accurate in perceiving their motor competence and to examine possible age and gender-related differences. Method: This is a cross-sectional study that was part of the PERF-FIT research study. Three hundred fifty-five participants (166 boys;189 girls) participated in the study. The BOT-2 SF and the MABC-2 were used to evaluate the motor competence (AMC). The perceived motor competence (PMC) was also assessed through the Motor Coordination Questionnaire (MCQ) for children. The relationship between the factors were then assessed and gender and age differences were also examined. Measurements were taken in 2019, 2022, and 2023. Results: The results indicate weak correlation (r>0.01–0.39) between AMC and PMC in both genders. The analysis of MCQ measures and MABC-2 scores revealed significant correlations (r=0.203, p= <0.05). MCQ had negative correlations with fine motor skills including placing pegs (dominant hand; r=-0.13, p=0.014) and drawing trial (r=-0.26, p<0.001). Furthermore, the MCQ showed positive correlations with AMC including sit-ups (r=0.13, p = 0.018) and dribbling a ball with alternating hands (r=0.18, p<0.001) in the BOT-2 Short Form. Additionally, significant differences (p=0.002) between how the genders perceived their motor skills were reported where the boys outperformed the girls. Conclusion: This research explored gender disparities in PMC among 8-9-year-old children, highlighting the link between PMC and AMC. It underscores the significance of addressing both AMC and PMC. The study highlights that higher PMC corresponds to improved objective performance; however, girls tend to underestimate their abilities. To better understand the influence of gender on motor skills and task performance, future research should explore collaborative efforts in this area.

Purpose
This study aimed to examine the relationship between fundamental movement skills (FMS) and leisurely physical activity (LPA) in sample of preschool children.
Methods
The study assessed 409 preschoolers, aged between 3 to 7 years (average age 5.02 ± 0.47 years; 45.23% were girls), on five FMS: (1) kicking a ball over an obstacle, (2) inserting a coin with hand movements, (3) walking on a balance beam, (4) continuously jumping on both feet, and (5) completing a 10-meter toss and run. These indicators represent control, skills, stability skills, and locomotion skills. LPA was documented through parental reports, which covered a range of daily activities including walks to kindergarten, visits to parks or terraces, and outings to shopping areas. Additional assessments included height, weight, and demographic information. Spearman correlation analysis was utilized to probe the cross-sectional links between FMS and LPA.
Results
The analysis showed that kicking a ball over an obstacle did not significantly correlate with LPA during either midweek or weekend (P>0.05). The skill of inserting a coin was positively related to midweek physical activity (r=0.107, P<0.05), but showed no significant relationship with weekend activity levels (P>0.05). Balance beam walking correlated positively with both midweek (r=0.101, P<0.05) and weekend leisure activities (r=0.099, P<0.05). The 10-meter toss and run was positively associated with midweek activities (r=0.123, P<0.05), but not weekend activities (P>0.05). Continuous jumping on both feet had significant positive associations with leisure activity across both time frames, with midweek (r=0.161, P<0.001) and weekend activities (r=0.120, P<0.015) showing correlations.
Conclusions
The study findings indicate that among preschool children, locomotion and stability skills have a significant relationship with LPA, whereas object control skills have a weaker association. Enhancing skills in locomotion and stability might be key to promoting higher levels of LPA among children, both during the weekdays and on weekends.