A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out

Abstract

Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.

Early Environmental and Biological Influences on Preschool Motor Skills: Implications for Early Childhood Care and Education

“…Despite the clear importance of these early motor skills in the life and development of children, they tend to be overlooked on a research and practical/educational level (Lopes et al, 2021). This has led to an increase in the number of children with poor motor skills and an upward trend of motor difficulties over recent years (Honrubia-Montesinos et al, 2021;Lopes et al, 2021).…”

“…However, to attain an appropriate motor skill level, these skills must be learned, practiced, and reinforced over time (Honrubia-Montesinos et al, 2021;Moghaddaszadeh and Belcastro, 2021). Preschool years are an especially important life phase for the development and learning of motor skills (Wang et al, 2020;Lopes et al, 2021). During these years, development occurs quickly and it is closely linked to the quality and quantity of the stimuli received by the children.…”

“…During these years, development occurs quickly and it is closely linked to the quality and quantity of the stimuli received by the children. Therefore, during early childhood children should be offered enriched environments, allowing them to achieve their full motor potential (Lopes et al, 2021;Moghaddaszadeh and Belcastro, 2021). Early Childhood Education classrooms are an ideal context for this since a large number of children attend these schools, spending many hours there (European Commission/EACEA/Eurydice, 2019; Spanish Ministry of Educational Professional Training, 2020).…”

Indicators to Assess Physical Health of Children and Adolescents in Activity Research—A Scoping Review

“…Single studies also used speed or agility as a proxy for PF. In the field of physical fitness research, the inconsistency in the recording of PF is a well-known limitation [57]. Furthermore, the parameter "physical fitness" as health outcome must be considered cautiously, since studies consider PF to be an independent factor affecting health, rather than a part of health [58].…”

Impacto de la pandemia por COVID19 en la percepción de competencia motriz de escolares de la ciudad de Temuco, Chile (Impact of the COVID19 pandemic on the perception of motor competence in schoolchildren from Temuco, Chile)

“…El fomento de estilos de vida activos durante y tras la pandemia en la población escolar se presenta como uno de los principales desafíos y para ello, es necesario entender cómo se han visto afectados los factores asociados a la práctica habitual de actividades físico-deportivas (Kalazich, et al, 2020). Uno de estos factores es la competencia motriz, considerado como un actor relevante en la iniciación, mantenimiento o abandono de la práctica de actividad física (Holfelder & Schott, 2014;Logan, Webster, Getchell, Pfeiffer, & Robinson, 2015;Lopes et al, 2020). Se ha conceptualizado que la relación recíproca y dinámica entre la competencia motriz real y la práctica de actividad física a lo largo de la infancia está mediada por factores como la percepción de competencia (Robinson, et al, 2015).…”