Fundamental motor skills: A systematic review of terminology

Logan, Samuel W.; Ross, Samantha; Chee, Keanu; Stodden, David F.; Robinson, Leah E.

doi:10.1080/02640414.2017.1340660

Cited by 237 publications

(217 citation statements)

References 22 publications

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“…To aid meaningful comparisons across studies, type of intervention was grouped by the category of motor skill it primarily sought to develop, leading to four categories: (a) FMS interventions, training object manipulation (e.g., throwing), locomotion (e.g., running), and/or balance (e.g., hopping) skills. FMS is a class of motoric activity previously defined as “building block skills” that underpin the capacity to perform more context‐specific motor actions (Logan, Ross, Chee, Stodden, & Robinson, ); (b) fine motor skill interventions, exclusively practising small movements of the hand, fingers, wrists, toes, and feet and commonly featuring reach‐to‐grasp movements or tapping activities; (c) handwriting interventions, where participants practise pen or digital‐stylus strokes relevant to letter formation; (d) global motor skill interventions, encompassing a diverse range of both fine (e.g., connecting dots) and gross (e.g., kicking a ball) motor skill activities, with the purported intention of eliciting generalized benefits in motor competence.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Eddy

Wood

Shire

et al. 2019

Child

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Background Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral‐based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school‐based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Method Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer‐reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school‐based motor skill intervention with a randomized or case‐controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Results Twenty‐three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well‐being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Conclusions Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well‐being. Future research should include follow‐up measures to assess the longer term efficacy of school‐based interventions.

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Section: Resultsmentioning

confidence: 99%

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Eddy

Wood

Shire

et al. 2019

Child

View full text Add to dashboard Cite

show abstract

“…FMS are basic movements that do not develop naturally (phylogenetic skills) but result rather from learning or practice (ontogenetic skills; Barnett, Stodden, et al, 2016). They are considered the "building blocks" or the "foundation" of more advanced movements or skills that are required in various physical activities, games, or sports (Barnett, Stodden, et al, 2016;Logan, Ross, Chee, Stodden, & Robinson, 2018). For example, throwing or striking skills can be transferred to various sports, such as baseball, cricket, tennis, and table tennis (Barnett, Stodden, et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Fundamental movement skills in children and adolescents with intellectual disabilities: A systematic review

Maïano

April

2019

Research Intellect Disabil

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Background This systematic review is a synthesis of studies concerning: (a) mastery, deficits, and/or delays in fundamental movement skills (FMS) among children and adolescents with intellectual disabilities; (b) comparisons of FMS between children and adolescents with intellectual disabilities and those with typical development (TD); and (c) correlates of FMS. Method A systematic electronic search was performed in 12 databases. Seventeen studies, published between 1951 and 2017, met the inclusion criteria. Results Children with intellectual disabilities exhibited a lack of mastery and deficits/developmental delays in FMS. They tended to have significantly lower FMS performance than children with TD. Adolescents with intellectual disabilities had developmental delays in balance skills, but were not compared with adolescents with TD. Mastery or deficits in FMS were not explored. Several variables were significantly correlated with FMS among children and adolescents with intellectual disabilities. Conclusion In future studies, FMS should be examined as an important outcome among children and adolescents with intellectual disabilities.

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“…; Logan et al . ): (1) ball skills, manipulative skills, or object control skills (e.g. catching a ball, striking and throwing); (2) locomotor skills (e.g.…”

mentioning

confidence: 99%

“…Keywords balance skills, locomotor skills, motor skills, object control skills, stability skills Fundamental movement skills (FMS) represent the 'building blocks' of specific movement skills necessary for being physically active, participating in games or practicing sports (Barnett et al 2016a;Logan et al 2018). Three categories of FMS are commonly proposed in the literature (Barnett et al 2016a;Logan et al 2018): (1) ball skills, manipulative skills, or object control skills (e.g. catching a ball, striking and throwing); (2) locomotor skills (e.g.…”

mentioning

confidence: 99%

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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Background Children and adolescents with intellectual disabilities (ID) are characterised by deficits in fundamental movement skills (FMS). In youth with typical development, motor skill interventions have been recognised as an efficient means to improve FMS. However, the effects of these interventions among youth with ID have not yet been systematically reviewed. Purpose The purpose of the present systematic review was to summarise the findings from studies pertaining to the effects of motor skill interventions designed to improve FMS in children and adolescents with ID. Method A systematic literature search (without year restriction) was performed in 12 databases. Studies in press or published in English in a peer‐reviewed journal were included if: (1) participants were youth with ID aged 5 to 22; (2) motor skill interventions aimed to improve one or several FMS; and (3) they were experimental, quasi‐experimental or pre‐experimental. The Physiotherapy Evidence Database scale was used to assess the quality of the studies. Results Through the search strategy, 1083 articles were identified, and 14 studies published between 1969 and 2018 met the inclusion criteria. In studies with children, motor skill interventions successfully improved balance skills and overall FMS, whereas mixed and inconclusive results were found for locomotor skills. In studies with adolescents, motor skill interventions were shown to successfully improve balance skills. However, none of the motor skill interventions reviewed focused on locomotor and object control skills. Conclusions The reviewed motor skill interventions were effective in improving balance skills in both children and adolescents with ID as well as overall FMS in children with ID. Conversely, the effects of motor skill interventions targeting locomotor and object control skills remain unclear. Therefore, given the relatively small number of studies and their limitations, the present findings need to be interpreted with caution, and further rigorous studies are necessary.

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Fundamental motor skills: A systematic review of terminology

Cited by 237 publications

References 22 publications

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Fundamental movement skills in children and adolescents with intellectual disabilities: A systematic review

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

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