Diagnosis and Monitoring of Basic Motor Competencies among Third-Graders in Luxembourg. An Assessment Tool for Teachers

Scheuer, Claude; Bund, Andreas; Herrmann, Christian

doi:10.1080/1091367x.2019.1613998

Cited by 13 publications

(9 citation statements)

References 22 publications

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“…Lastly, only a small part of motor competence was examined. Other studies, like Scheuer et al (2019a) , tested further aspects of motor competence (e.g., moving in water or object-locomotion) and were, therefore, able to display a broader picture of motor competence levels of children than our study.…”

Section: Discussionmentioning

confidence: 67%

“…The BMC concept is transferable to other dimensions and competence areas. E.g., the MOBAK-LUX test instrument consists of four competence areas, all operationalized by test items that are embedded in the Luxembourgish curriculum ( Scheuer et al, 2019a ).…”

Section: Introductionmentioning

confidence: 99%

“…Children in primary school, however, differ in their BMC-levels, due to endogenous and exogenous factors. The associations of BMC with determinants like age, body mass index (BMI), sex and extracurricular PA have been investigated in various studies ( Tumynaitë, 2016 ; Herrmann, 2018 ; Quitério et al, 2018 ; Herrmann et al, 2019 ; Scheuer et al, 2019a ; Strotmeyer et al, 2020 ). Studies showed that older children perform better in BMC than younger children of the same school grade ( Herrmann et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

et al. 2022

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Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

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Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

et al. 2022

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“…For example, in Europe the KTK (Körperkoordination Test fur Kinder) [78,79]-a product-oriented non-sport specific gross motor coordination test battery-has been widely used. More recently, various versions of the Motorische Basiskompetenzen (MOBAKs) [80][81][82]-product-oriented test instruments for different school grade levels assessing the mastery of motor skills in specific situations-have been widely used across Europe, especially in Luxembourg and Switzerland as well as in 12 European countries participating in the Erasmus + funded project BMC-EU (Basic Motor Competencies in Europe-http://mobak.info/bmc-eu/). In other countries, such as the USA and Australia, the Test of Gross Motor Development-2nd edition (TGMD-2) [83]-a process-oriented test battery of fundamental locomotor and object-control motor skills-has been frequently used.…”

Section: What We Knowmentioning

confidence: 99%

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

Lopes

Santos

Coelho‐e‐Silva

et al. 2020

IJERPH

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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.

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“…It could be beneficial to use a more comprehensive measurement of MC and PMC to clarify the research questions examined here. 42 Last but not least, it should be noted that, with VPA, only a small part of children's PA was considered here. The results may not be generalizable to total PA or lower PA intensity levels.…”

Section: Discussionmentioning

confidence: 99%

School Children’s Physical Activity, Motor Competence, and Corresponding Self-Perception: A Longitudinal Analysis of Reciprocal Relationships

Sallen¹,

Andrä²,

Ludyga³

et al. 2020

Journal of Physical Activity and Health

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Background: The relationship between engagement in physical activity and the development of motor competence (MC) is considered to be reciprocal and dynamic throughout childhood and adolescence. The 10-month follow-up study aimed to explore this reciprocal relationship and investigated whether the relationship is mediated by the corresponding self-perception of MC (PMC). Methods: A total of 51 children aged between 10 and 11 years (M = 10.27 [0.45]) participated in the study (52.9% boys, 47.1% girls). As an indicator for physical activity, the average vigorous physical activity (VPA) per day was measured by ActiGraph accelerometers. Two aspects of MC and PMC were recorded: self-movement and object movement. Saturated pathway models in a cross-lagged panel design with 2 measurement points were analyzed. Results: Reciprocal and direct relationships between VPA and MC object movement respectively MC self-movement were not found in longitudinal analyses with PMC as a mediator. Indirect effects of MC at t1 on VPA at t2 via PMC were identified (self-movement: β = 0.13, 95% confidence interval, 0.04 to 0.26; object movement: β = 0.14, 95% confidence interval, 0.01 to 0.49). Conclusion: The results highlight the importance of MC and PMC in promoting children’s VPA. However, VPA does not drive the development of MC.

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Diagnosis and Monitoring of Basic Motor Competencies among Third-Graders in Luxembourg. An Assessment Tool for Teachers

Cited by 13 publications

References 22 publications

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

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

School Children’s Physical Activity, Motor Competence, and Corresponding Self-Perception: A Longitudinal Analysis of Reciprocal Relationships

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