Global levels of fundamental motor skills in children: A systematic review

Bolger, Lisa; O’Neill, Cian; Coughlan, Edward K.; O’Brien, Wesley; Lacey, Seán; Burns, Con; Bardid, Farid

doi:10.1080/02640414.2020.1841405

Cited by 137 publications

(138 citation statements)

References 110 publications

(415 reference statements)

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“…Whereas ball skills, if there's no exposure to or teaching to that, then I don't think learning will take place as naturally" Jonny (E). This supports the view that locomotor skills are performed with higher competency at earlier ages than ball skills, as reported in recent reviews [25,58]. Teaching FMSs through approaches such as implementing simple learning cues and using skill questions has been successful in previous work by Foweather and colleagues [59].…”

Section: Educator Knowledge Of Fundamental Movement Skills and Key Opportunities For Developmentsupporting

confidence: 78%

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

et al. 2021

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There is a lack of information available for physical education (PE) provision in the early years foundation stage (EYFS), prompting concern about what is currently delivered in schools and the values behind the approaches taken. Using semi-structured interviews, this study investigated educators’ perspectives on the value of PE and physical activity (PA) for EYFS children across England in relation to opportunities for, barriers to, and benefits of PA and PE. This study collected important stakeholder views and can help shape the impact and implementation of fundamental movement skills (FMS) and PA interventions at the EYFS.

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Section: Educator Knowledge Of Fundamental Movement Skills and Key Opportunities For Developmentsupporting

confidence: 78%

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

et al. 2021

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“…In the modern school, physical education is considered as a single process of motor skills formation, motor abilities development, and an increase in schoolchildren's motor activity (Chan, Ha, Ng, & Lubans, 2019;Chang, Ward, & Goodway, 2020;Barnett, Telford, Strugnell, Rudd, Olive, & Telford, 2019). Motor skills development is associated with the impact on children's and adolescents' health improvement (Bolger, L. A., Bolger, L. E., O'Neill, Coughlan, Lacey, O'Brien, & Burns, 2019;Bolger, L. E., Bolger, L. A., O'Neill, Coughlan, O'Brien, Lacey, Burns, & Bardid, 2020).…”

Section: Introductionmentioning

confidence: 99%

Pattern Recognition: Impact of Exercises Modes on Developing a Small Ball Throwing Skill in Boys Aged 8

Єрмаков

Іващенко

Худолій

et al. 2021

Teor. metod. fiz. vihov.

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The purpose of the study was to determine the impact of exercises modes on developing a small ball throwing skill in boys aged 8. Materials and methods. The study participants were 21 boys aged 8, who were randomly divided into three groups of 7 people. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. The study examined the influence of the number of repetitions on the effectiveness of teaching boys aged 8 throwing a small ball at a target. A pedagogical experiment examined the influence of 6, 12, and 18 repetitions with a 60-second rest interval on the increase in the level of proficiency in exercises of boys aged 8. In the first group, the boys repeated the task 6 times with a rest interval of 60 s, in the second group – 12 times with a rest interval of 60 s, in the third group 18 times with a rest interval of 60 s. When teaching throwing exercises during the class, the study evaluated the level of proficiency by the alternative method (“performed”, “failed”) and calculated the probability of exercise performance (p = n/m, where n is the number of successful attempts, m is the total number of attempts). In teaching boys aged 8, the method of algorithmic instructions was used. The next exercise started after three successful attempts. Throwing a ball at a vertical target was taught. The study materials were processed by the IBM SPSS 20 statistical analysis software. During discriminant analysis, a prognostic model for group membership was created. Results. Discriminant analysis made it possible to determine the impact of the number of repetitions on the effectiveness of developing the skills of throwing a small ball at a target; answer the question as to how significantly the modes of repetitions differ by the effectiveness of motor skills development, what class the object belongs to based on the values of discriminant variables. Conclusions. Based on the analysis of group centroids, it was found that in boys aged 8, six repetitions of the exercise (6 sets one time with a rest interval of 60 s) significantly influence the increase in the level of proficiency in exercises during physical education lessons. The results of group classification show that 85.7% of the original grouped observations were classified correctly.

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“…The review includes 64 articles from 2004 to 2019. The results show that preschool-aged children (3–5 years) worldwide demonstrate average levels of motor skills, while children aged 6–10 years demonstrate below-average levels [ 5 ]. Moreover, studies show that around a quarter of children need support on whole-body coordination ( self-movement : 24%, boys: 26%; girls: 21%) and on ball control ( object movement : 25%, boys: 13%; girls: 39%) [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood

Strotmeyer

Kehne

Herrmann

2021

IJERPH

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The development of motor competencies is necessary for participation in the culture of sport, exercise, and physical activity, which in turn supports the development of a healthy lifestyle. A lack of physical activity in childhood and deficits in motor performance emphasize the relevance of interventions for promoting basic motor competencies. However, there are research desiderata with regard to such interventions. This article describes an intervention program for promoting basic motor competencies in middle childhood (around 6 to 10 years of age). The intervention was investigated in a longitudinal study from June 2019 to January 2020 (n = 200; 58% girls, M = 8.84 years, SD = 0.63) at three primary schools. The intervention was conducted once a week in physical education (PE). The comparison group participated in regular PE. The intervention showed significant effects on basic motor competencies in object movement but not in self-movement. The results demonstrate that positive effects on basic motor competencies can be achieved with the help of a relatively simple intervention. Further longitudinal studies are desirable as a means of substantiating the results and developing evidence-based concepts to support children in their development in the best possible way.

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Global levels of fundamental motor skills in children: A systematic review

Cited by 137 publications

References 110 publications

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

Pattern Recognition: Impact of Exercises Modes on Developing a Small Ball Throwing Skill in Boys Aged 8

Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood

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