Examining Relationships among Chinese Preschool Children’s Meeting 24-Hour Movement Guidelines and Fundamental Movement Skills

Li, Fang; Yin, Long; Sun, Mingyun; Gao, Zan

doi:10.3390/jcm11195623

Cited by 15 publications

(16 citation statements)

References 59 publications

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“…However, present findings are consistent with the conceptual models of Stodden et al (2008) and Robinson et al (2015), and in line with previous studies which observed that preschool children with greater FMS competence tend to engage in higher amounts of PA (Iivonen et al, 2013;Jones et al, 2020;Li et al, 2022;Robinson et al, 2012) and MVPA (Jones et al, 2020;Webster et al, 2019). Furthermore, this reciprocal relationship (Stodden et al, 2008), which starts at an early age, could be the pathway to a lifetime of engaging in PA (Hulteen et al, 2018;Jones et al, 2020;Martínez-Bello & Estevan, 2021).…”

Section: Discussionsupporting

confidence: 93%

“…In this sense, previous studies in the American (Pate et al, 2008), British (Roscoe et al, 2019), and Spanish (Lahuerta‐Contell et al, 2021) populations also found that most preschool children did not reach the recommended PA time for health benefits. In terms of screen time, our findings are also in line with previous studies reporting preschool children's screen times above recommendations (Hinkley et al, 2012; Li et al, 2022).…”

Section: Discussionsupporting

confidence: 93%

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Physical activity in kindergarten, fundamental movement skills, and screen time in Spanish preschool children

Carballo‐Fazanes

Díaz-Pereira

Fernández-Villarino

et al. 2023

Psychology in the Schools

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Schools have been postulated as ideal environments to encourage physical activity (PA). This study aimed to assess the relationship between PA in school hours, motor competence, and screen time in a sample of Spanish preschool children. Fifty‐seven 4–5‐year‐old preschoolers (n = 32 girls) participated. The Garmin Vivofit wristband was used to measure the PA levels during school hours in a week. Sedentary behavior was estimated through screen‐time hours reported by preschoolers' families and motor competence was assessed by the Athletic Skills Track. The anthropometry (weight/height) and demographic data were also collected. We found that motor competence was significantly associated with PA both in minutes and in steps. Therefore, increased motor competence was related to higher engagement in PA during school hours. No association was found between screen time and PA or proficiency of motor competence. No gender differences were found in any variable assessed. Based on the relationship between motor competence proficiency and the amount of PA in preschool children, our findings support the need for specific strategies to promote fundamental movement skills and increase PA practice from early childhood.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 93%

Physical activity in kindergarten, fundamental movement skills, and screen time in Spanish preschool children

Carballo‐Fazanes

Díaz-Pereira

Fernández-Villarino

et al. 2023

Psychology in the Schools

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“…Two longitudinal studies found a negative association with FMS 13,14 and one with locomotor skill 14 and object control 14 . For cross sectional studies, there were negative associations with FMS 3,18 , gross motor skill 15,16,18,24 , fine motor skills ,3,15,16,18,24 , locomotor 35 and object control 14,33 .…”

Section: Resultsmentioning

confidence: 99%

Associations between sedentary behaviour and motor competence in 3–4-year-olds: A Systematic review

Kwofie,

Janssen,

Reilly

2023

Preprint

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BACKGROUNDSeveral studies have reported low adherence to World Health Organization sedentary behaviour guidelines in the early years. The purpose of this review is to test for associations between time spent in different types of sedentary behaviour (screen time, habitual sedentary behaviour) and motor competence (fundamental motor skills, fine and gross motor skills, locomotor skills, object control and balance) in 3–4-year-olds.METHODSFive databases were searched on the 27thof July 2021 with an updated search conducted on the 30thof September 2023: Web of Science (core collection), PUBMED Central, EMBASE (Ovid), SPORT Discus and ERIC. Studies were included in the review if they reported on an association between time spent in sedentary behaviour at ages 3-4 years and motor competence. The methodological quality for each of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. Vote counting was used to determine the direction of associations.RESULTSOf 5276 total studies found in the search, 16 studies (12 cross-sectional, 4 longitudinal) from 11 different countries met the inclusion criteria. Seven studies examined the association between screen time and motor competence, six examined associations between time spent in sedentary behaviour with motor competence, and three papers examined the association of both screen time and time spent in sedentary behaviour with motor competence. Vote counting showed the direction of association to be predominantly negative for both screen time and time spent in habitual sedentary behaviour with the different components of motor competence. Quality of evidence ranged from 3-7 out of 9 for cross-sectional studies and 6-9 out of 12 for longitudinal studies.CONCLUSIONThere may be negative associations between time spent sedentary and motor competence in 3–4-year-olds. However, future studies with stronger study design are required to confirm these associations. Findings from this review should be considered when designing strategies and interventions to promote adherence to sedentary behaviour guidelines.

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“…The research shows that the relation between physical parameters and fundamental motor skills is significantly related to the general level of physical activity in children (Castelli & Valley, 2007;Logan et al, 2015;Webster, Martin & Staiano, 2019;Hu, Wu & Kong, 2022), which also affects later age, as active children become active adults (Janz, Dawson & Mahoney, 2000). Any movement in the form of free activity has a positive effect on fundamental motor skills (Kracht, Webster & Staiano, 2020;Li, Yin, Sun & Gao, 2022), which is also true for the impact of organized programs on physical performances through cardiorespiratory endurance and fundamental motor skills as well (Brusseau et al, 2018).…”

Section: Discussionmentioning

confidence: 94%

Relation Between Physical Abilities and Fundamental Motor Skills in Preschoolers

Milenković

2022

Teor. metod. fiz. vihov.

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The aim of this study was to determine the interconnection between physical abilities and fundamental motor skills in preschool children. The aim was also to determine the differences in the observed variables in relation to gender. Materials and methods. The testing successfully included 52 preschool children, 30 boys and 22 girls. Five tests of physical ability (modified agility "T" (MAT) test, broad jump test, standing balance test, squat test and sit up test) were used, and fundamental motor skills were assessed with the Test of Gross Motor Development, 3rd edition (TGMD-3). One-way ANOVA was used to determine the effects of gender on results in physical abilities and fundamental motor skills. The Pearson product-moment correlation coefficient was used to determine the relation between physical abilities and fundamental motor skills. The results of this work indicated, in most cases, a moderate and significant correlation of fundamental motor skills and parameters of physical abilities both in the total sample and also individually in boys and girls (p≤0.05). A significant difference in almost all variables of physical abilities and fundamental motor skills was noted in favor of boys (p≤0.05 and p≤0.01), except for the Standing balance test which indicated that there were not considerable differences between the sexes (p > 0.05). Conclusions. So it can be concluded that the information obtained can lead physical education educators to better understanding of the relations between motor status variables, which further enables them to work effectively with children who will, by virtue of a proper physical development and education, become and remain physically active throughout their life.

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Examining Relationships among Chinese Preschool Children’s Meeting 24-Hour Movement Guidelines and Fundamental Movement Skills

Cited by 15 publications

References 59 publications

Physical activity in kindergarten, fundamental movement skills, and screen time in Spanish preschool children

Physical activity in kindergarten, fundamental movement skills, and screen time in Spanish preschool children

Associations between sedentary behaviour and motor competence in 3–4-year-olds: A Systematic review

Relation Between Physical Abilities and Fundamental Motor Skills in Preschoolers

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