A comparative study of the mastery of fundamental movement skills between different cultures

Abstract

It has been suggested that guidance, encouragement and opportunity are crucial factors for children's motor development. They are especially important to promote the mastery of fundamental movement skills. The present study investigated the association between two elements related to those factors -proposed curriculum of physical education and the most popular sport in a given country -and the incidence of mastery in the FMS in children from 4 to 10 years of age. In order to carry out a cross-cultural comparison, three studies from different countries (Portugal, China and USA) that used TGMD-II were selected. The results indicated association between proposed curriculum and the number of children mastering FMS. This association increases in older age groups of children from USA, the most structured curriculum related to FMS, presenting the highest average percentage of mastery. Additionally, we did not find association of the most popular sports in a given country with the mastery of the related skill. These results are interpreted as evidence for the importance of guidance on the mastery of FMS.

Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China

“…Generally, the below average on FMS performance was reported in elementary school children of different countries, such as Singapore [26] and Italy [27]. Despite there is an inclination of low competency of children’s FMS, the differences in PE curricula between countries are reported to be associated with the proportion of children that master FMS [15]. Countries with national PE curricula focused on developing a high level of FMS competency, such as the United States and the United Kingdom, treat FMS development as the principal goal of quality PE in primary schools [9].…”

“…In addition, the enhanced motor skills component in the PE curriculum has been related to improvements in gross motor development among first-grade [13] and fourth and fifth grade children [14]. Children’s mastery of FMS is involved in the PE curricula in Portugal, China and the United States, with a structured PE curriculum related to FMS associated with a higher proportion of children achieving FMS mastery [15]. However, the previous study in China have only been conducted in Hong Kong, which has a different PE curriculum compared with other cities in China.…”

Perbezaan tahap prestasi motor kanak-kanak berdasarkan etnik dan umur kronologi

“…Kemahiran motor kasar ini melibatkan lakuan asas seperti merangkak, berlari, melompat, memanjat dan sebagainya. Kemahiran ini berkembang secara optimum pada usia 7 tahun tetapi ianya bergantung kepada jumlah pengalaman dalam latihan dan pembelajaran yang diperolehi semasa usia kanak-kanak (Santos et al, 2016). Selain itu, perkembangan motor seorang kanak-kanak juga dipengaruhi oleh faktor umur, jantina, etnik, lokasi tempat tinggal dan juga sesio ekonomi (Adeyemi-Walker et al, 2018;Mahinderjit-Singh & Koh, 2018).…”

“…Ianya sering dilihat berbeza dari segi ciri budaya seperti adat resam, pola keluarga, pakaian, pandangan mengenai kecantikan, orientasi politik, kegiatan ekonomi dan juga hiburan (Shamsul Amri, 2007). Bagi negara luar, kajian berkenaan dengan faktor etnik ini telah banyak dilaksanakan (Maria dan Rodrigues, 2009;Mayson et al, 2009;Kit et al, 2017Adeyemi-Walker et al, 2018 (Santos et al, 2016).…”

“…Oleh yang demikian, tahap perkembangan motor yang rendah dalam kalangan kanakkanak merupakan satu perkara yang harus diambilkira oleh masyarakat bukan sahaja guru tetapi juga ibu bapa, rakan sebaya dan media (Santos et al, 2016;Kit et al, 2017;Mahinderjit-Singh & Koh, 2018). Ini kerana, perkembangan kemahiran motor bukan sahaja memberikan impak positif terhadap penampilan fizikal tetapi juga kesihatan dan keyakinan diri (Baghurst & Mwavita, 2014;Bryant et al, 2016;Ariff & Ibrahim, 2017).…”