Applying an ecosystem approach to explore modifiable factors related to the risk for low motor competence in young children

Kann, Dave H. H. Van; Koolwijk, P.; Kok, T. de; Vos, Steven; Vries, S.I. de; Mombarg, Remo; Aart, Ingrid van; Savelsbergh, Geert J.P.; Hoeboer, J.J.M.M.; Remmers, Teun

doi:10.1016/j.jsams.2022.08.014

Cited by 7 publications

(5 citation statements)

References 30 publications

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“…For instance, True et al (2017) assessed the relationships between motor competence and characteristics within the preschool environment and found that classroom size/child ratio, teacher education, and playground size were significant predictors of gross motor skills. In addition, Van Kann et al (2022) found that the presence of a garden at home decreased the likelihood of children being classified as with low motor competence. Findings of those studies are aligned with theoretical perspectives, which consider environmental opportunities as essential for motor development (Gallahue et al, 2012;Haibach-Beach et al, 2017;Haywood & Getchell, 2014).…”

Section: Discussionmentioning

confidence: 98%

“…This raises the complexity of studying physical activity behavior in relation to motor skill development. Many aspects can affect motor competence in the early years, such as the home (Barnett et al, 2019;Van Kann et al, 2022) and preschool (True et al, 2017) environments. For instance, True et al (2017) assessed the relationships between motor competence and characteristics within the preschool environment and found that classroom size/child ratio, teacher education, and playground size were significant predictors of gross motor skills.…”

Section: Discussionmentioning

confidence: 99%

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Does Sedentary Behavior Predict Motor Competence in Young Children?

Chagas

Hesketh

Downing

et al. 2023

Journal of Motor Learning and Development

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Background: Understanding how or whether sedentary behavior affects motor competence in young children is important considering that children spend a lot of time sedentary. The aim of this study was to examine whether sedentary behavior predicts motor competence in young children. Methods: A longitudinal study with a total of 372 children aged 3.5 years at baseline and 5 years at follow-up was conducted. Objectively measured activity patterns (i.e., using accelerometers) were conducted in a subsample with 188 children. Sedentary behavior was assessed both objectively and subjectively (parent-reported screen time). Locomotor and object control skill scores were determined using the Test of Gross Motor Development—Second Edition. A multivariable analysis was executed adjusting for potential confounders (such as age, sex, time spent in moderate- to vigorous-intensity physical activity, monitor wear time, body mass index z scores, and maternal education). Results: Sedentary behavior at either time point was not significantly associated with either locomotor or object control skills after adjusting for potential confounders. Discussion: Our results did not support the assumption that sedentary behavior affects motor competence in young children. Regardless, given the lack of consistency in the evidence base, we recommend to parents, educators, and health professionals that sedentary activities should be kept within government recommendations due to potential negative effects on child development.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Does Sedentary Behavior Predict Motor Competence in Young Children?

Chagas

Hesketh

Downing

et al. 2023

Journal of Motor Learning and Development

View full text Add to dashboard Cite

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“…The third FMS (i.e., object-control skills) was not part of the test protocol and was not evaluated [51]. Since locomotor skills normally develop earlier compared with object-control skills [52], the undesirable patterns found in this study were even more worrying. Individuals during EC without mastering FMSs may require more practice than a child with experience in order to achieve a proficient skill level [7].…”

Section: Discussionmentioning

confidence: 99%

Changes in Motor Competence of 4–8-Year-Old Children: A Longitudinal Study

Koolwijk,

de Jonge,

Mombarg

et al. 2024

IJERPH

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Objectives: The development of children’s motor competence (MC) from early to middle childhood can follow different courses. The purpose of this longitudinal study was to describe and quantify the prevalence of patterns of MC development from early to middle childhood and to identify undesirable patterns. Design: The study used a longitudinal design. Data were collected in three consecutive years, between February 2020 (T0) and May 2022 (T2). Methods: A total of 1128 typically developing Dutch children (50.2% male) between 4 and 6 years old at baseline (M = 5.35 ± 0.69 years) participated in this study. MC was measured with the Athletic Skills Track and converted into Motor Quotient (MQ) scores. To convert all individual MQ scores into meaningful patterns of MC development, changes in MQ categories were analyzed between the different timepoints. Results: A total of 11 different developmental patterns were found. When grouping the different patterns, five undesirable patterns were found with 18.2% of the children, showing an undesirable pattern of MC development between T0 and T2. The patterns of motor development of the other children showed a normal or fluctuating course. Conclusions: There is a lot of variation in MC in early and middle childhood. A substantial percentage of young children showed undesirable MC developmental patterns emphasizing the need for early and targeted interventions.

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“…new school, new friends, new peer groups, new teachers), the lack of emphasis on the environment and the interactions between factors at different socioecological levels needs to be addressed in the future. We suggest that these studies distinguish between non-modifiable and modifiable factors in order to identify the individuals that would benefit most from an intervention as well as the factors that could be targeted with the intervention [ 68 ]. Non-modifiable factors that may have an interaction are gender [ 43 ], and ethnicity [ 27 ]; Modifiable factors that may have an interaction are self-efficacy [ 40 , 43 ], perceived barriers [ 40 ], parental support [ 32 , 40 , 43 ], friend support [ 40 ], and objective and subjective characteristics of the home and neighbourhood [ 32 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

Change in general and domain-specific physical activity during the transition from primary to secondary education: a systematic review

Spruijtenburg,

van Abswoude,

Adams

et al. 2024

BMC Public Health

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Background Knowledge of changes in the domains of physical activity (PA) during the transition period from primary to secondary education and the factors associated with these changes, are prerequisites for the design of effective PA promotion strategies. Therefore, the first aim of this study was to systematically review changes in general, leisure-time, school, transport, work, and home PA across the transition from primary to secondary education. The second aim was to systematically review the individual, social, and physical environmental factors that were associated with these changes. Methods Records published up until September 2023 were retrieved from five electronic databases. We included longitudinal and cross-sectional studies that investigated general or domain-specific PA from 2 years before to 2 years after the transition from primary to secondary education. Information on source, study characteristics, sample characteristics, PA, and factors were extracted from the papers included. We reported the direction of change in general and domain-specific PA and the direction of association of the factors with change in general and domain-specific PA. Results Forty-eight papers were included in the study. The evidence on changes in PA and associated factors was greatest for general PA. A limited number of the studies investigated the separate domains of leisure-time, school, and transport. Most studies on general and school PA reported a decline in PA, but there were no consistent results for the domains of leisure-time and transport. With respect to the associated factors, evidence was predominantly found for individual factors and to a lesser degree for physical environmental and social environmental factors. None of the factors were consistently associated with changes in general or domain-specific PA during the school transition. Conclusions For the design of targeted PA promotion strategies, further studies are warranted to explore changes in the specific domains of PA across the transition from primary to secondary education, especially in the domains of leisure-time, transport, home, and work PA. In addition, the interactions between factors at different socioecological levels to influence changes in PA need to be addressed more in the future. Trial registration PROSPERO CRD42020190204.

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Applying an ecosystem approach to explore modifiable factors related to the risk for low motor competence in young children

Cited by 7 publications

References 30 publications

Does Sedentary Behavior Predict Motor Competence in Young Children?

Does Sedentary Behavior Predict Motor Competence in Young Children?

Changes in Motor Competence of 4–8-Year-Old Children: A Longitudinal Study

Change in general and domain-specific physical activity during the transition from primary to secondary education: a systematic review

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