The development of fundamental motor skills of four‐ to five‐year‐old preschool children and the effects of a preschool physical education curriculum

Iivonen, Susanna; Sääkslahti, Arja; Nissinen, Kari

doi:10.1080/03004430903387461

Cited by 65 publications

(72 citation statements)

References 16 publications

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“…Overall, our FMS results are in line with those of earlier Finnish studies that have used the same test-battery but also younger or older age groups of children than in this study (Iivonen, Sääkslahti, and Nissinen 2011;Sääkslahti et al 1999).…”

Section: Variance In Proficiencysupporting

confidence: 92%

Directly observed physical activity and fundamental motor skills in four-year-old children in day care

Iivonen

Sääkslahti

Mehtälä

et al. 2016

European Early Childhood Education Research Journal

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Physical activity (PA), its location, social interactions and fundamental motor skills were investigated in four-year-old Finnish children in day care. Six skills in the stability, locomotor and manipulative domains were assessed in 53 children (24 boys, 29 girls, normal anthropometry) with the APM-Inventory manual for assessing children's perceptual and fundamental motor skills (Numminen, 1995) and Total Motor Scores (TMS; 0-6 points) calculated. PA intensity, location, group composition and activity type − sitting, squatting, kneeling − were directly observed with a modified version of the Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) (Brown et al. 2006) during three consecutive days in 14 centres.

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Section: Variance In Proficiencysupporting

confidence: 92%

Directly observed physical activity and fundamental motor skills in four-year-old children in day care

Iivonen

Sääkslahti

Mehtälä

et al. 2016

European Early Childhood Education Research Journal

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“…In this study, PA measurements were administered at different times of the year and seasonal differences in Finland may affect the total amount of PA (Sääkslahti, ), although the methodological comparisons presented remain unaffected. While the gross motor skills measured in this study encompass only a part of the spectrum of coordinative capabilities, both KTK and TCB have been used extensively for assessing gross motor skills in children (Iivonen et al., ; Vandorpe et al., ). Also, the sample used in the present study was limited.…”

Section: Discussionmentioning

confidence: 99%

Relationship between habitual physical activity and gross motor skills is multifaceted in 5‐ to 8‐year‐old children

Laukkanen

Pesola

Havu

et al. 2013

Scandinavian Med Sci Sports

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Adequate motor skills are essential for children participating in age-related physical activities, and gross motor skills may play an important role for maintaining sufficient level of physical activity (PA) during life course. The purpose of this study was to examine the relationship between gross motor skills and PA in children when PA was analyzed by both metabolic- and neuromuscular-based methods. Gross motor skills (KTK--Körperkoordinationstest für Kinder and APM inventory--manipulative skill test) of 84 children aged 5-8 years (53 preschoolers, 28 girls; 31 primary schoolers, 18 girls) were measured, and accelerometer-derived PA was analyzed using in parallel metabolic counts and neuromuscular impact methods. The gross motor skills were associated with moderate-to-high neuromuscular impacts, PA of vigorous metabolic intensity, and mean level of PA in primary school girls (0.5 < r < 0.7, P < 0.05), and with high impacts in preschool girls (0.3 < r < 0.5, P < 0.05). In preschool boys, moderate impacts, light-to-vigorous PA, and mean level of PA were associated with gross motor skills (0.4 < r < 0.7, P < 0.05). In conclusion, the result emphasizes an important relationship between gross motor skills and PA stressing both metabolic and neuromuscular systems in children. Furthermore, PA highly stressing neuromuscular system interacts with gross motor proficiency in girls especially.

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“…It is now well documented that children's participation in physical activity (PA) is associated with many aspects of health (Binkley & Specker, 2004;Iivonen, Sääkslahti, & Nissinen, 2011;Metcalf et al, 2008;Niederer et al, 2012;Vale et al, 2010;Yazejian & Peisner-Feinberg, 2009). However, recent research findings have revealed that today's children, even the younger ones, seem to be sedentary and present low PA levels (Hinkley, Crawford, Salmon, Okely, & Hesketh, 2008;Kambas et al, 2012b;Kambas, Venetsanou, et al, 2014;Oliver, Schofield, & Kolt, 2007;Pate, Pfeiffer, Trost, Ziegler, & Dowda, 2004;Timmons, Naylor, & Pfeiffer, 2007).…”

Section: Introductionmentioning

confidence: 99%

Motor Proficiency in Young Children

Venetsanou

Kambas

2016

Sage Open

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This study aimed to examine motor proficiency in young children, focusing on potential gender differences. For that purpose, the Bruininks-Oseretsky Test of Motor Proficiency-Long Form (BOTMP-LF) was administered to 540 children (272 boys), 4½ to 6 years old. First, the 2 (sex) × 4 (age groups) ANOVA computed on children's total BOTMP-LF scores showed that age had a statistically significant effect, whereas gender did not. Second, the one-way MANCOVA applied on subtest scores, with age as covariate, revealed statistical significant gender differences; however, η 2 values were found to be small or moderate. Finally, the MANCOVA applied on items where significant gender differences have been reported showed a significant effect of gender. Nonetheless, η 2 values exceeded the limit of practical significance only on two items ("standing on preferred leg on floor", "throwing a ball at a target with preferred hand") that are associated with gender-stereotyped activities. It can be concluded that (a) besides statistical significance, effect sizes should be examined for the results of a study to be adequately interpreted; (b) young boys' and girls' motor proficiency is similar rather than different. Gender differences in specific skills should be used for movement programs to be individualized.

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The development of fundamental motor skills of four‐ to five‐year‐old preschool children and the effects of a preschool physical education curriculum

Cited by 65 publications

References 16 publications

Directly observed physical activity and fundamental motor skills in four-year-old children in day care

Directly observed physical activity and fundamental motor skills in four-year-old children in day care

Relationship between habitual physical activity and gross motor skills is multifaceted in 5‐ to 8‐year‐old children

Motor Proficiency in Young Children

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