Relationship between Fundamental Motor Skills and Physical Activity in 4-Year-Old Preschool Children

Iivonen, K. S.; Sääkslahti, Arja; Mehtälä, Anette; Villberg, Jari; Tammelin, Tuija; Kulmala, Janne; Poskiparta, Marita

doi:10.2466/10.06.pms.117x22z7

Cited by 70 publications

(101 citation statements)

References 32 publications

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“…However, competence levels were only marginally lower than those reported in similar-aged counterparts from more representative SES samples ( Ulrich, 2000 ;Hardy, King, Farrell, et al ., 2010 ). Previous cross-sectional studies among preschoolers have found positive associations between FMS competence and objectively measured light, moderate-to-vigorous, and total daily physical activity ( Fisher, et al ., 2005 ;Williams, et al ., 2008 ;Cliff , et al ., 2009 ;Burgi, et al ., 2011 ;Iivonen, et al ., 2013 ;Foweather, et al ., 2014 ). This relationship is considered bi-directional, with participation in physical activity thought to drive gains in FMS competence through a "positive feedback loop" ( Barnett, Morgan, Van Beurden, Ball, & Lubans, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills of Preschool Children in Northwest England

et al. 2015

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This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3–5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

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Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills of Preschool Children in Northwest England

et al. 2015

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“…However, most evidence indicates that a substantial proportion of preschool aged children do not meet the widely accepted World Health Organization (WHO) guidelines (WHO, 2010) of at least 60 min of moderate- to vigorous-intensity physical activity (MVPA) per day (Hnatiuk et al, 2014), but rather spend most of their waking hours engaged in sedentary behavior (Kelly et al, 2007, Reilly et al, 2004). Insufficient MVPA levels and high amounts of sedentary time are associated with high systolic blood pressure (Vale et al, 2015), poor motor skills (Iivonen et al, 2013) and low cardiorespiratory fitness (Burgi et al, 2011) in preschool children. Moreover, both lack of MVPA and high sedentary time are implicated in the etiology of childhood obesity (Troiano and Flegal, 1998, Reilly et al, 1999) and children tend to carry this excessive adiposity into adulthood (Jimenez-Pavon et al, 2010, Rey-Lopez et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Objectively measured physical activity level and sedentary behavior in Norwegian children during a week in preschool

Andersen

Borch-Jenssen²,

Øvreås

et al. 2017

Preventive Medicine Reports

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Although many studies have reported on physical activity (PA) levels using accelerometers, a thorough description of the PA pattern in preschool children during their stay in the preschool, is lacking in the current literature. Furthermore, there remains a lack of understanding of the PA level and pattern in children in the lower end of the PA continuum.The first aim of this study was therefore to describe the PA pattern during a week-long stay in a preschool in all children born in 2011 (either three or four-year-olds) attending public preschools in a municipality in Norway. The second aim was to describe the PA level and pattern of the children who are the least physically active.This cross-sectional study included baseline data from 95% of children (N = 111) participating in a randomized controlled physical activity intervention (Active Kindergarten – Active Children study). The participants wore an Actigraph accelerometer, in week 39 in 2015, from when they arrived at the preschool on Monday morning and throughout their stay of five consecutive days.The amount of moderate- to vigorous-intensity PA (MVPA) per day ranged from 16 min to 116 min, and sedentary time ranged from 2.7 h to 6.5 h per day in the least and most sedentary child, respectively. The least physically active 25% of children were less active throughout the entire day, and only a few of them managed to achieve the recommended level of MVPA on any weekday.The physical activity levels and patterns among the least active children described in this study may help to inform interventions targeting this group.

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“…Moreover, the better a child's motor skills, the more possibilities she or he has to be physically active, and vice versa, the better a child's motor skills, the more physically active she or he is . For instance, locomotor skills, measured by the sliding and galloping tests were positively associated with children's MVPA, and manipulative skills measured by throwing and catching combination test, were positively associated with both total PA and light to vigorous intensity PA (LMVPA) (Iivonen et al, 2013). It is noteworthy that PA patterns are only guidelines and that considerable variation in stage of development exists across children of the same age (Gallahue & Ozmun, 2006, p. 193).…”

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confidence: 99%

Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

Soini

Villberg

Sääkslahti

et al. 2014

IJEC

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This study addressed the following research questions: 1) What physical activity (PA) intensity levels and patterns exist among Finnish 3-year-old preschool children (studies I, II)? 2) Are there variations between Finland and the Netherlands in 3-year-old children's observed PA levels and contexts in childcare (study III)? 3) Are there variations between Finland and Australia in 3-year-old children's PA intensity levels measured with accelerometers (study IV)? In Finland, 14 childcare centres in the city of Jyväskylä participated in the study. Data were gathered on 96 three-year-old preschool children (48 boys and 48 girls) in autumn 2010, and on 94 children (50 boys and 44 girls) in winter 2011. Data were also gathered on 97 (46 boys and 51 girls) 3-year-olds from nine childcare centres in Maastricht, the Netherlands, and on 64 (33 boys and 31 girls) 3-year-olds from 13 childcare centres in Melbourne, Australia. Children's PA intensity levels and sedentary time on five consecutive days, including childcare and homecare days was assessed with ActiGraph GT3X accelerometers. The structured Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) of was used to obtain descriptive information on the context of PA behaviours in childcare settings. Appropriate statistical analyses were performed. The 3-year-old children spent the major part of their time engaged in sedentary-level activities. During childcare attendance, only 2% of all observations were recorded as moderate to vigorous PA (MVPA). The children were observed, for the most part, in non-solitary play; however, during solitary play they showed higher levels of PA intensity. In autumn, the children were more physically active in the mornings than afternoons. No major differences were observed in PA levels between days or seasons, although levels of outdoor PA were higher in autumn than winter. The Finnish children spent significantly more time in sedentary-level activities and less time in MVPA than the Dutch children, whereas, during childcare days the Finnish children spent more time in light PA than the Australian children. The childcare setting itself plays an important part in promoting more intensive PA behaviour during early childhood. Throughout the year, children should be encouraged to spend a greater amount of their time playing outdoors, engaged in MVPA-level activities, and to minimize the time spent sitting or engaged in sedentary-level activities. Finnish childcare policy makers should take note of these findings as well as of existing international practices and guidelines that have been demonstrated to be beneficial for children's PA behaviour and thus also health. ACKNOWLEDGEMENTSPhysical activity has been a major part of my whole life, becoming a way of life. Besides enjoying being physically active myself, I have had a mission to encourage inactive people to work towards adopting a more physically active lifestyle. I believe that as a part of broadening my own lifelong learning, starting thi...

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Relationship between Fundamental Motor Skills and Physical Activity in 4-Year-Old Preschool Children

Cited by 70 publications

References 32 publications

Fundamental Movement Skills of Preschool Children in Northwest England

Fundamental Movement Skills of Preschool Children in Northwest England

Objectively measured physical activity level and sedentary behavior in Norwegian children during a week in preschool

Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

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