Relationship of physical activity to fundamental movement skills among adolescents

Okely, Anthony D.; Booth, Michael; Patterson, John W.

doi:10.1097/00005768-200111000-00015

Cited by 388 publications

(363 citation statements)

References 16 publications

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“…The association between proficiency in FMS and different measures of physical activity (PA) has been observed in many cross-sectional studies and it is a common finding that children with poorer FMS are less active (e.g., Bouffard, Watkinson, Thompson, Causgrove Dunn, & Romanow, 1996;Fisher, Reilly, Kelly, Montgomery, Williamson, Paton, & Grant, 2005;Hardy, Reinten-Reynolds, Espinel, Zask, & Okely, 2012;Morgan, Okely, Cliff, Jones, & Baur, 2008;Okely, Booth, & Patterson, 2001;Williams et al, 2008;Robinson et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

Bardid¹,

Deconinck

Descamps

et al. 2013

Research in Developmental Disabilities

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This version is available at https://strathprints.strath.ac.uk/58118/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the Strathprints administrator: strathprints@strath.ac.ukThe Strathprints institutional repository (https://strathprints.strath.ac.uk) is a digital archive of University of Strathclyde research outputs. It has been developed to disseminate open access research outputs, expose data about those outputs, and enable the management and persistent access to Strathclyde's intellectual output. AbstractThis study evaluated the effect of a 10-week fundamental motor skill programme in preschoolers with motor problems. Alongside the general effect of the intervention, we also explored possible gender differences and the role of the environmental context (living community, socio-economic status, and recreational space inside/outside the house). The intervention group (n = 47; 20 and 27 ) received twenty 60-min motor skill sessions (2 per week) in addition to the regular physical education curriculum for pre-schoolers; the control group (n = 46; 21 and 25 ) did not receive additional practice. General motor competence, and locomotor and object control subscales, were assessed before and after the intervention using the Test of Gross Motor Development 2 nd edition (TGMD-2). Data regarding environmental factors were gathered through a questionnaire. A Group x Gender x Time ANOVA revealed that the intervention group benefited significantly from the intervention and scored better than the control group at the post-test for general motor competence and both sub-categories (locomotor and object control skill). Moreover, the intervention programme was found to be effective in helping 49% of the intervention group to achieve an average motor skill level, according to the TGMD-2 norms, while a further decline in motor competence was observed in the control group. Interestingly, the effect appeared to be gender-specific, since object control skill improved only in girls of the intervention group.Considering the environmental context, none of the above-mentioned factors was found to have an influence on the effectiveness of the intervention. The present study highlights the need for an early motor skill programme with a gender-specific approach in order to help low skilled boys and girls master a diverse set of motor s...

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Section: Introductionmentioning

confidence: 99%

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

Bardid¹,

Deconinck

Descamps

et al. 2013

Research in Developmental Disabilities

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“…It is was important for children to participate in physical activity for their enjoyment, wellbeing, physical fitness, health, and social development; children who exercise have a lower likelihood of becoming obese, and a reduced risk of cardiovascular disease (Capio et al 2014;Piek et al 2012). The acquisition of FMS is a consecutive process that is influenced by various internal and external factors including biological, psychological, social, motivational, and cognitive factors, and FMS can be acquired through a range of active play experiences and structured programs (Hardy et al 2010;Oakley et al 2001;Sun et al 2011. Children with intellectual disabilities show delayed development compared to children of the same age without disabilities (Staples and Reid 2010). Movement developmental delay in children with intellectual disabilities is associated with poor movement control ability, lack of comprehension, and low concentration (Piek et al 2012).…”

Section: Introductionmentioning

confidence: 99%

The Fundamental Movement Skill of Male Students with Intellectual Disabilities in Korea

Jeong¹,

Choi²,

Yoo³

et al. 2017

EJES

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This study was conducted to examine the Fundamental Movement Skills (FMS) levels of male students with intellectual disabilities between the ages of 10 and 18 years old. A total of 126 students with intellectual disabilities (IQ < 50), who were attending special education schools in South Korea, participated in the study. FMS were assessed using the Test of Gross Motor Development 2 nd edition (TGMD-2), which evaluates locomotor skills (running, hopping, leaping, sliding and jumping) and object control skills (overhand throwing, catching, kicking, hitting, striking and dribbling). Data were analyzed using descriptive statistics and ANOVA with 95% confidence intervals, and the level of significance set at p < .05. The results showed that the older students had significantly better scores on all locomotor and object control skills except kicking. Higher proportions of students demonstrated mastery of performance criteria for the subset of locomotor and object control skills that involved only leg or arm movement, than for the subset that required coordinated body and arm movement.

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“… Numerous previous studies on gross motor skills in children have mostly focused on schoolchildren, establishing the quantitative relationship between physical motion and motor skills [1][2][3]. However, previous studies have overlooked gross motor quality in preschoolers.…”

Section: Introductionmentioning

confidence: 99%

Effect of Soccer Games on Gross Motor Development in Preschoolers

Tsai¹,

Kao²,

Huang³

et al. 2017

JSS

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This study investigated the effects of playing soccer on the quality of gross motor skills in preschoolers. A 2-group, pretest-posttest design was adopted, comprising both an experimental and a control group. The participants were recruited from 2 public kindergartens located in New Taipei City, Taiwan. The approval of the legal representatives of the 101 preschoolers enrolled in these kindergartens and aged between 4 years and 6 years and 11 months was obtained, and purposive grouping was subsequently conducted. The experimental group comprised 44 participants from the first kindergarten, whereas the control group comprised 43 participants from the second kindergarten. After the recruitment, the experimental group received a soccer program intervention: a 10-week soccer program with two 40-minute sessions per week. Before and after the experiment, the gross motor quality of both groups was measured using the Preschooler Gross Motor Quality Scale, which covers tests for locomotion, object manipulation, and balance. The results of the 10-week intervention showed significantly higher scores for locomotion, object manipulation, balance, and overall gross motor quality in the experimental group than in the control group. This study confirmed that a 10-week soccer program is beneficial for gross motor development in preschoolers. The research results can serve as a reference for gross motor development in preschool education.

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Relationship of physical activity to fundamental movement skills among adolescents

Abstract: Fundamental movement skills are significantly associated with adolescents' participation in organized physical activity, but predict only a small portion of it.

Cited by 388 publications

References 16 publications

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

The Fundamental Movement Skill of Male Students with Intellectual Disabilities in Korea

Effect of Soccer Games on Gross Motor Development in Preschoolers

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