Fundamental movement skills (FMS), physical fitness (PF) and body fat percentage (BF%) are significantly related to socio-economic status (SES). However, it remains unclear why previous studies have had different findings regarding the direction of the association between SES and FMS, PF and BF%. A suggested explanation is that the direction of the link can be influenced by cultural experiences and traditions. Therefore, the aim of the current study was to investigate links between SES and FMS, PF, BF% of Grade One learners from two different ethno-geographic areas in Cape Town, South Africa. Grade One children (n = 191) (n = 106 boys and n = 85 girls; age (6.7 ± 0.33)) from different socio-economic areas in Cape Town, South Africa, were selected to participate in the study. South African schools are classified into five different quintiles (1 = poorest and 5 = least poor public schools). For this study, two schools were selected, one from quintile 2 and the other from quintile 5. BF% was assessed according to Slaughter’s equation. FMS were measured using the Gross Motor Development Test-2 (TGMD-2) and PF via five tests: 1. dynamic strength of lower limb (broad jump); 2. dynamic strength of upper limb and trunk (throwing a tennis ball); 3. speed agility (4 × 10 m shuttle running); 4. cardiorespiratory fitness (20 m shuttle run endurance test (Leger test)) and 5. flexibility (sit and reach test). An analysis of covariance (ANCOVA) found that BF% and WHtR were significantly greater in children with higher SES (Z = 6.04 p < 0.001; Hedg = 0.54), (Z = 3.89 p < 0.001; Hedg = 0.32). Children with lower SES achieved significantly better TGMD-2 standard scores in the locomotor subtest, compared to their peers with higher SES. In the object control subtest, no significant SES-related difference was found. However, ANCOVA showed that girls performed better in FMS than boys. In PF, the main effect of SES was observed in dynamic strength of trunk and upper limb (throwing) and flexibility, where children with lower SES performed significantly better. No significant difference was found in cardiorespiratory performance (CRP) (Beep test), even though children with lower SES achieved better results. Results from the current study suggest that links between SES, PF, FMS and body fat percentage in children seem to be dependent on cultural and traditional experiences. These experiences should therefore be included as an important factor for the development of programmes and interventions to enhance children’s lifelong motor behaviour and health strategies.

Physical fitness and weight in young children are important indicators of health status. Literature has shown that fatness and physical fitness are highly intertwined; considering the two together is important as they influence each other. The aim of this study was to investigate the physical fitness levels and weight status of Grade 1 children (N=184) from two schools in Cape Town, South Africa, as well as differences in physical fitness and weight between boys and girls. A quantitative study design was applied. Physical fitness skills were evaluated by measuring five components: cardiorespiratory fitness, muscular strength, agility, flexibility and coordination. Children’s height and mass were measured to determine their Body Mass Index (BMI) and the International Obesity Task Force (IOTF) cut-offs were used to establish under- and overweight classifications of the children. Boys performed better than girls in the standing broad jump, shuttle run and throwing, whereas girls performed better in the flexibility test. Of the children, 84% were classified as normal weight, 11% were overweight and 5% were obese. The children in this study were relatively fit compared with children in other provinces in South Africa; however, their fitness levels can still be significantly improved.

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The aim of the current study was to investigate the impact of classroom-based physically active brain-breaks on the in-school activity levels of Grade 1 (6-to 8-years-old) learners (N=48) by comparing baseline results to the intervention PA patterns of the participants. Children wore Actigraphs accelerometers for five consecutive school days, and thereafter they participated in a six-week active brain-breaks [10-minute bouts of PA] intervention. On a typical school day, children spend an average of 106.2 ± 30.9 minutes in sedentary behaviour, 43.7 ± 13.7 minutes in moderate PA and 26.5 ± 13.6 minutes in vigorous PA. No differences were found between boys and girls. During the intervention the children's sedentary behaviour decreased (100.1 minutes) and their vigorous PA increased (34 minutes). The results emphasise the importance of participation in daily FMS and PA in order to increase Grade 1s' in-school PA patterns and decrease sedentary behaviour.