Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach

Abstract

The earlier in life that a child can begin mastering fundamental movement skills (FMS), the more positive their physical activity (PA) trajectories and health outcomes are. To achieve sufficient development in FMS, children must be guided with tuition and practice opportunities. Schools and educators provide an opportunity for interventions that improve health behaviours and outcomes for children. The aim of this study was to use intervention mapping (IM) to design a programme of school-based intervention to improve FMS for children aged 4–5 years old. Following the six steps of IM, with each step comprising three to five tasks that require the input of a planning group formed by key stakeholders, a programme of intervention was planned. Prior knowledge and primary and secondary evidence was used to support the development of the programme. A logic model of the problem as well as logic models of change, programme design, production, implementation, and evaluation were proposed or completed within the study. The results can be used to begin to implement an FMS-focussed intervention within school settings within England and propose a sustainable and realistic approach for helping children to develop FMS with the support of well-informed educators who are confident to deliver better FMS practice and PA opportunities.

Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4–5 Years

“…As indicated in previous studies, FMS guidance is often entrusted to educators who lack the expertise or confidence to deliver adequate supervision or accurately assess FMS [40]. This issue is further exacerbated by poor support [10], larger class sizes, and reduced teacher numbers over the last decade [41]. Therefore, the need for clear guidance and local resources that are easily deployed in schools is paramount.…”

“…This subjectivity could impact the accuracy and reliability of the assessments. As such any wider implementation of the system needs to be supported with appropriate training, education, and resources for those staff members involved in delivering interventions [10,68].…”

“…Early proficiency in FMS increases the chances of sustained PA and lifelong health [10]. Children should be fully competent in FMS by 7 years of age [11], while UK children aged 5 years and under are recommended to complete 180 min of PA per day, and children aged 5 years and over should aim to achieve 60 min of moderate-to-vigorous PA per day [12].…”

“…Early childhood educational environments are considered important spaces for PA attainment and FMS instruction [10] and are also popular interventional settings to increase FMS competency [33][34][35]. In the UK, approximately 100% of 4-5-year-old children are currently in formal childcare or school-based education [36].…”

“…However, PA and FMS guidance is often entrusted to educators who lack the expertise or confidence to deliver adequate supervision or accurately assess FMS [40]. This issue is further exacerbated by poor school leadership and support [10], larger class sizes and reduced teacher numbers over the last decade [41], insufficient teacher training in FMS, and intense pressure to deliver core academia over PA promotion [40]. In view of the current poor state of children's FMS in the UK [17] and recent reports of a decline in PA participation around the age of school entry [42], there is a compelling case for providing additional support to teaching staff to enhance FMS outcomes in UK children.…”