Factors associated With the development of motor proficiency in school children of Kolkata: A cross‐sectional study to assess the role of chronic nutritional and socio‐economic status

Ghosh, Satabdi; Ghosh, Tusharkanti; Chowdhury, Sutanu Dutta; Wrotniak, Brian H.; Chandra, Ananga Mohan

doi:10.1002/dev.21413

Cited by 15 publications

(17 citation statements)

References 53 publications

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“…It is often argued that the age span between 6 and 12 years are critical for motor skill learning, however well-designed studies are scarce and more recent studies do not provide clear evidence that learning curves differ dramatically between age groups [ 32 ]. However, besides biological factors also socio-economic environment might have had different influences on groups as it has been shown that motor performance is influenced by home environment, nutritional supply and socio-economic factors [ 33 ]. To the best of our knowledge, we tried to avoid this possible bias, as schools of the CG were chosen by comparable surroundings to OGs schools such as infrastructure and neighbourhood of the school.…”

Section: Discussionmentioning

confidence: 99%

Influence of an increased number of physical education lessons on the motor performance of adolescents–A non-interventional cohort study

et al. 2021

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Increasing the amount of regular physical education lessons in school is currently discussed in many countries in order to increase physical activity in youth. The purpose of this study was to compare the motor performance of pupils from an observation group participating in a school trial of two additional physical education lessons (5 lessons of each 50 min/week) without a specific intervention program to a control group with a regular amount of three physical education lessons (3 lessons of each 50 min/week) as indicated by the standard Austrian school curriculum. In this cohort study motor performance of 140 adolescents (12.7±0.5 years) was assessed by means of the German Motor Performance Test 6–18 over a period of 1.5 years with measurement time points before (T1), after eight months (T2) and at the end of the observation period (T3). Two- and three-way mixed analysis of variance were used to detect time, group and interaction effects. Although the observation group demonstrated a higher total motor performance score at all time points (P = 0.005), the improvement over time in total motor performance (P < 0.001) was more pronounced in the control group. Girls and boys developed differently over time (time*gender interaction: P = 0.001), whereby group allocation did not affect this interaction (time*gender*group: P = 0.167). Anyway, girls of control group tend to benefit most of additional physical education lessons. Sports club members scored significantly higher in motor performance across the observation period (P = 0.018) irrespective of group allocation. These findings indicate that there could be a ceiling effect in what the pupils could achieve in terms of motor performance as the pupils of the observation group might have reached this point earlier than their counterparts in the control group. Nevertheless, sports club membership seems to reveal some benefits. Whether improving quality and specificity of the single physical lessons might be superior to merely adding additional ones needs to be confirmed in future studies.

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Section: Discussionmentioning

confidence: 99%

Influence of an increased number of physical education lessons on the motor performance of adolescents–A non-interventional cohort study

et al. 2021

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“…For example, Morley, Till, Ogilvie, and Turner () have used the BOT‐2 assessment and found that young children (Ages 4–7) with high SES significantly outperformed middle and/or low SES for total, fine, and gross motor proficiency. Another study using the BOT‐2 has also associated lower SES with poorer motor proficiency in children aged between 5 and 12 years (Ghosh, Ghosh, Chowdhury, Wrotniak, & Chandra, ).…”

Section: Introductionmentioning

confidence: 98%

Motor development in school‐age children is associated with the home environment including socioeconomic status

Ferreira

Godinez

Gabbard

et al. 2018

Child

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The aim of the present study was to examine how the home environment, including socioeconomic status (SES), affects motor development in school-age children. Seven hundred seven children (332 boys and 375 girls) aged between 6 and 10 years participated in the study. Motor Development was determined using the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition. Parents answered the Middle Childhood Home Observation Measurement of the Environment (HOME) Inventory, and Brazilian Association of Market Research Institutes Questionnaire (for SES). Children from "Adequate" homes (HOME score), compared with "Less Adequate," displayed better motor behavior. Mediation and moderation analysis revealed that motor development increased as SES increased. The proportion of variance in motor development explained by SES increased from 9% to 13% when the home was added as a mediation variable. We also found that the effect of SES on motor development was moderated by age. For older children, the effect was lower than for younger children. The best model used SES as the predictor, HOME as the mediator, and AGE as the moderator variable and explained 17% of the variance in motor development. In summary, these findings suggest that, like previous reports with young children, the HOME environment and SES may play an important role in motor development of school-age children. Our findings encourage the assessment of the home and interventions that take into account the home environment to improve motor development in school-age children.

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“…Previous research has also shown that gross motor competence is associated with socioeconomic status (SES) [23][24][25]. Children living in disadvantaged circumstances have fewer chances of participating in organized physical activity and sports [9], which hampers the development of such specific skills.…”

Section: Introductionmentioning

confidence: 99%

High BMI and Low Muscular Fitness Predict Low Motor Competence in School-Aged Children Living in Low-Resourced Areas

Verbecque

Coetzee

Ferguson

et al. 2021

IJERPH

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Childhood obesity is a relatively new problem for Sub-Saharan developing countries. Especially in children with a low socioeconomic background, the link between motor competence, muscular fitness, and body mass index (BMI) remains poorly investigated. Due to the interrelatedness of BMI and physical fitness, the aim of this study is to determine the predictive value of these factors in relation to low motor competence in school-aged children living in low-resourced areas. Motor competence and physical fitness were assessed in 1037 school-aged Ghanaian and South African children using the Performance and Fitness test battery (PERF-FIT). “Low motor competence” was predicted using odds ratios calculated from backward logistic regression analyses. Low motor competence was less prevalent in Ghanaian children (3.7–11.1%) compared to the South African children (21.9–24.2%). Increased BMI and decreased muscular fitness predicted low motor competence in both Ghanaian and South African children. For example, the chance for a Ghanaian child to have low static balance increased by 22.8% (OR = 1.228, p < 0.001) with a 1-point increase in BMI, whereas this decreased by 30.0% (OR = 0.970, p < 0.001) with a 10-cm increase on the standing long jump. In the case of the South African children, if their BMI increased by 1 point, the chance for those children of having low static balance increased by 7.9%, and if their SLJ performance decreased by 10 cm, their chance of low performance increased by 13%. Clearly, motor competence is associated with both BMI and muscular fitness. Policy makers can use this information to counteract the establishment of childhood obesity by promoting weight control through physical activity and stimulating motor competence at school.

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Factors associated With the development of motor proficiency in school children of Kolkata: A cross‐sectional study to assess the role of chronic nutritional and socio‐economic status

Cited by 15 publications

References 53 publications

Influence of an increased number of physical education lessons on the motor performance of adolescents–A non-interventional cohort study

Influence of an increased number of physical education lessons on the motor performance of adolescents–A non-interventional cohort study

Motor development in school‐age children is associated with the home environment including socioeconomic status

High BMI and Low Muscular Fitness Predict Low Motor Competence in School-Aged Children Living in Low-Resourced Areas

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