The Evaluation of Motor Competence in Typically Developing  Children: An Integrative Review

Luz, Carlos; Almeida, Gabriela; Rodrigues, Luís Paulo; Cordovil, Rita

doi:10.4025/jphyseduc.v28i1.2857

Cited by 14 publications

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“…As noted earlier, school plays a critical role in children's physical development as they age and can access various objects, materials, toys, and other people. Of course, school ages are a critical childhood time period for developing and learning fine and gross motor skills, and the acquisition of a varied motor repertoire during this period helps determine the later acquisition of still more advanced motor skills (Lubans, Morgan, Cliff, Barnett, & Okely, 2010; Saraiva et al., 2013) and of MC (Luz, Almeida, Rodrigues, & Cordovil, 2017). Luz et al.…”

Section: Resultsmentioning

confidence: 99%

“…Of course, school ages are a critical childhood time period for developing and learning fine and gross motor skills, and the acquisition of a varied motor repertoire during this period helps determine the later acquisition of still more advanced motor skills (Lubans, Morgan, Cliff, Barnett, & Okely, 2010;Saraiva et al, 2013) and of MC (Luz, Almeida, Rodrigues, & Cordovil, 2017). Luz et al (2017) explain that MC development is influenced by a combination of environmental factors, opportunities, encouragement, and instruction, making school experiences and the school environment especially meaningful. Different studies have shown that schoolchildren spend their school time in three different contexts: traditional classes, physical education (PE) classes, and free schoolyard play (recess).…”

Section: School Environment Affordancesmentioning

confidence: 99%

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Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

et al. 2019

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Through development, a child's varied movement contexts provide different opportunities or affordances for action that are fundamental to promoting motor competence. Although home is the primary environment for infants, as children age, school and sport environments gain importance. Studies focusing on affordances for motor behavior in children have mainly addressed the home microsystem, providing an incomplete picture of affordances across different settings, particularly later in development. Here, we undertook a narrative literature review of various affordances for children's motor development. This review revealed that prior studies of school and sports contexts have not specifically focused on those environmental properties that promote or hinder motor learning opportunities, meaning that future research should assess these relationships through manipulations of environmental features in these different microsystems.

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Section: Resultsmentioning

confidence: 99%

Section: School Environment Affordancesmentioning

confidence: 99%

Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

et al. 2019

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“…Both of these studies used the product‐oriented Körperkoördinationstest für Kinder, which focuses on a different aspect of MC when compared to the process‐oriented TGMD‐2 used in the current study. The wide variation of MC instruments often inhibits the comparison of results across studies 4,36 . In light of these contrasting findings, there is a need for more research into how sex relates differently to various aspects of MC (evolution) and how this might be moderated by factors such as organized sports participation.…”

Section: Discussionmentioning

confidence: 99%

Long‐term effectiveness of a fundamental motor skill intervention in Belgian children: A 6‐year follow‐up

Coppens

Rommers

Bardid

et al. 2021

Scandinavian Med Sci Sports

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“…Stability skills refer to non-locomotor movement that focuses on balance and include skills such as bending and twisting [29][30][31] . However, as noted by Robinson et al 5 , motor competence is a global term reflecting various terminologies used in the literature.…”

Section: Study Inclusion and Exclusion Criteriamentioning

confidence: 99%

The Relationship Between Motor Competence and Physical Fitness from Early Childhood to Early Adulthood: A Meta-Analysis

et al. 2019

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Background: Motor competence and physical fitness are important factors for promoting positive trajectories of health over time. In 2008, Stodden and colleagues developed a model that discussed the role of both factors in physical activity. Furthermore, the authors hypothesized that the relationship between motor competence and physical fitness is reciprocal and changes over time. Objective: The aim of the present meta-analysis was to synthesize the evidence on the relationship between motor competence and components of physical fitness from early childhood to early adulthood and the potential influence of age. Methods: Scientific databases Web of Science and PubMed were used for literatures search. German as well as English studies were included that assessed typically developing children. In accordance with the PRISMA guidelines, 93 studies between 2005 and June 2018 were screened in full. Nineteen studies comprising of 32 samples, 87 single data points from 15,984 participants aged 4.5 to 20.4 years (Mage = 11.44, SD = 4.77) were included in the analysis. Results: A random effects model was conducted for the meta-regression with age as moderator variable. The relationship between motor competence and physical fitness was moderate to large (r = .43, p < .001) after controlling for multiple effects, including dependent samples and small sample sizes in the quantitative synthesis. Additionally, age was a small significant positive moderator of the effect size. Conclusions and implications: The findings provide support for a moderate to large positive relationship between motor competence and physical fitness that strengthens with increasing age. However, the results also indicate that there may be an overlap in content between motor competence and physical fitness assessments, which warrants further investigation. Further research is needed that assesses the similarities and differences also in terms of the construct structures.

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The Evaluation of Motor Competence in Typically Developing Children: An Integrative Review

Cited by 14 publications

References 0 publications

Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

Long‐term effectiveness of a fundamental motor skill intervention in Belgian children: A 6‐year follow‐up

The Relationship Between Motor Competence and Physical Fitness from Early Childhood to Early Adulthood: A Meta-Analysis

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