Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis

Wick, Kristin; Leeger‐Aschmann, Claudia S.; Monn, Nico D.; Radtke, Thomas; Ott, Laura V.; Rebholz, Cornelia E.; Cruz, S. Sánchez; Gerber, Natalie; Schmutz, Einat A.; Puder, Jardena J.; Munsch, Simone; Kakebeeke, Tanja H.; Jenni, Oskar G.; Granacher, Urs; Kriemler, Susi

doi:10.1007/s40279-017-0723-1

Cited by 166 publications

(187 citation statements)

References 109 publications

(473 reference statements)

Supporting

Mentioning

166

Contrasting

Unclassified

Order By: Relevance

“…Most importantly, they could have a firm grasp of the fundamental movement skills and being physically literate leads a child to enjoy a long life of physical activity (Wick et al, 2017).…”

Section: It Is Important Firstly To Define What Fundamental Movementmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

2019

JPES

View full text Add to dashboard Cite

Fundamental movement skills as a term are associated with physical activity, life active and physical programs, This term has been popularly recognized with huge interest worldwide, in recent years, The term "Fundamental Movement skills" (FMS) or Motor skills (MS) has emerged in a number of countries including Australia, Canada, America, Europe and Great Britain. This systematic review aims to find the best way to assess FMS and try to find a criterion to use as a guide for the future of PA, life active and sports excellence. A comprehensive systematic search was conducted from MEDLINE, Physical Education Index, Science Direct, Sports Discuss, PUBMED, and Scopus. A summary of the systematic search and selection process is provided in the PRISMA flow diagram (Fig.2), records through all database searching were (2557), records, after duplication was removed, were (2340) with percentage of 91%, The record for exclusion were (2116) with 83.5% percentage, full -text studies assessed for eligibility were (224) with 8.8% percentage, the included studies were (38) with 1.8% percentage. Indeed, differences of culture, tradition and level of PA program in different stages have resulted in differences in the definition of the FMS among various countries. Accordingly, this different in understating FMS create blanks in the ways to improve FMS as very important components in physical activities, sport excellence and life active. The author suggested a future tracking study for elective samples of 5-12 years of age based on primary school pupils of 5-10 years with more studies to be done in the same direction.

show abstract

“…Most importantly, they could have a firm grasp of the fundamental movement skills and being physically literate leads a child to enjoy a long life of physical activity (Wick et al, 2017).…”

Section: It Is Important Firstly To Define What Fundamental Movementmentioning

confidence: 99%

“…FMS are essential to the more specialized and complex skills used in playing, games, and sports. Mastery of these basic motor skills that predominantly evolve during the preschool years , is an essential part of pleasant participation and a lifelong interest in a physically active lifestyle (Wick et al, 2017).…”

mentioning

confidence: 99%

Untitled

2019

JPES

View full text Add to dashboard Cite

show abstract

“…FMS consist of two main categories: locomotor skills involving the movement of the body via space (e.g., running and galloping) and object control skills requiring hands and feet to manipulate an object (e.g., throwing and catching) [2]. FMS underscore specific and complex motor skills in varied activities across the lifespan [3]. Previous studies have demonstrated that sufficient FMS competence is associated with increased physical activity and improved health status over one's lifetime [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

et al. 2020

View full text Add to dashboard Cite

A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; Mage = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.

show abstract

“…Wick et al (2017) conducted a systematic review and meta-analysis on interventions to promote fundamental movement skills in childcare. They implicate that "fundamental movement skills should and can be taught in childcare" [25]. The problem of low motor skills in young children still seems to be urgent.…”

Section: Introductionmentioning

confidence: 99%

The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

Toussaint

Streppel

Mul

et al. 2020

IJERPH

View full text Add to dashboard Cite

Interventions to improve children’s physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher’s knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children’s physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children’s physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children.

show abstract

Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis

Cited by 166 publications

References 109 publications

Untitled

Untitled

Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

Contact Info

Product

Resources

About