Relation between motor perfomance and physical fi tness level of schoolchildren

Abstract

Introduction: Children with poor motor performance, engage in less vigorous and organized activities, contributing to low scores in physical fi tness assessments. However, there is no consensus in the literature about the association between variables.Objective: Evaluate the relationship between motor performance and physical fi tness of students between 7 and 10 years old.Methods: Ninety-eight (98) students enrolled in a public school in Florianópolis, Santa Catarina State, Brazil, participated in this study. For motor evaluation, the Movement Assessment Battery for Children -Second Edition (MABC-2) was used; the assessment of physical fi tness was performed using the guidelines of the Brazil Sport Project (PROESP-BR). Data were tabulated in the Statistical Package for Social Sciences (SPSS) for the descriptive statistical analysis (mean, standard deviation, frequency) and inferential analysis (Student's t-test, Mann-Whitney U test, and multiple linear regression test). The signifi cance level was set at p < 0.05. Results:The values of the prevalence of motor diffi culty and motor diffi culty risk were 5.9% and 13.9%, respectively, and the value for without diffi culty of movement was 80.2%. Differences were found for males in the agility tests and explosive strength of the lower limbs (p < 0.05), in which the boys with motor diffi culty showed lower values. We noticed that abdominal strength, endurance, and agility significantly contributed to explain the variability in motor performance, which together showed a coeffi cient of determination (R²) of 0.13. Conclusion:Abdominal strength/endurance and agility contributed signifi cantly in explaining the variability in motor performance. Thus, it is fundamental to encourage involvement in activities that contribute to the increase in motor repertoire refl ecting physical fi tness.Key words: motor skills, motor skills disorders, physical fi tness, children. INTRODUCTIONThe motor development in childhood is characterized by the acquisition of a broad range of motor skills, which enable children to develop a vast body domain. These skills are considered basic and are required for basic daily routines and acquisition of more specialized motor skills 1 . During later childhood, comprising the age group of 6 to 10 years, there is a transition of fundamental motor skills to the specialized skills, consisting of the acquisition of the mature pattern of development 2 . However, for the improvement of motor skills, sensory experiences are necessary to encourage the development of locomotive and manipulative movements and stabilizers during these stages of life (fundamental motor phase and specialized motor phase) 2 . In addition, motor experiences contribute in the development of healthy levels of physical fi tness 3 .Physical fi tness refers to the ability of the individual to present appropriate physical performance in their daily activities; it can be related to health and fi tness, motor skills or athletic abilities 4 . Studies show that children with poor perf...

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