The relationship between physical fitness and motor competence in children

Background This study examined the relationship between physical fitness and motor competence in children aged 9–10 years. Methods A sample of 67 children (mean age 9.7, SD 0.3 year) participated in the study. To assess motor competence, each child completed the Movement Assessment Battery for Children. Physical fitness was measured by the Test of Physical Fitness, comprising nine different tasks including running, jumping, throwing and climbing. Results The results show a strong and significant correlation between motor competence and physical fitness within the sample. Conclusions These results are relevant to the work of maintaining and developing both sufficient physical fitness and motor competence in children as these factors are important contributors to their health and well‐being.     

Do Competence Skills Moderate the Impact of Social Influences to Drink and Perceived Social Benefits of Drinking on Alcohol Use Among Inner-City Adolescents?

Only a few studies have found competence skills to be a protective factor against adolescent alcohol use; others did not find a direct effect on alcohol. A possible reason for this is that competence skills may moderate the effects of risk factors for alcohol use and that aspect has not been examined often or in a longitudinal design. This study tested whether several competence skills served either as direct protective factors against alcohol use or moderators of the impact of social risk factors on alcohol use. Participants (N = 1318) completed questionnaires that included measures of decision-making skills, refusal skill techniques, resisting media influences, friends’ drinking and perceived social benefits of drinking, as well as current drinking amount and future drinking at baseline, one-year follow-up and two-year follow-up. Data analyses were conducted using multi-level mixed effects generalized linear models with random intercept. All the competence skills and the risk factors predicted current and future drinking. Several significant interactions were found between (1) perceived social benefits of drinking and decision-making skills, (2) perceived social benefits of drinking and refusal skill techniques and (3) friends’ drinking and refusal skill techniques. Competence skills served as protective factors, as well as moderators. One possible reason that competence enhancement approaches to alcohol prevention are effective may be due to the inclusion of the competence skills component.     

学龄儿童基本动作技能发展水平及其相关影响因素的研究

目的 分析学龄儿童基本动作技能发展水平与体质指数和功能动作测试结果的相关性,为促进儿童青少年运动技能的发展提供理论与实验依据。方法 以240名学龄儿童为研究对象,通过大肌肉动作发展测试(TGMD-2),观察学龄儿童基本动作技能发展水平,并分组采用体质指数(BMI)和功能动作筛查(FMS)测试,比较不同组别儿童基本动作技能水平、BMI指数、FMS的特点及其相关影响因素。结果 1) 学龄儿童基本动作技能发展为距离完全成熟还有差距;2)学龄儿童样本TGMD总分、控制项得分与其BMI指数无相关,TGMD移动项得分与BMI指数负相关,而FMS得分受BMI指数负影响;3)TGMD总分与FMS得分正相关,反映TGMD总分高度依赖FMS测试结果。结论 儿童运动技能的发展需要系统的科学培养过程。     

Preschool children's fundamental motor skills: a review of significant determinants

Fundamental motor skills (FMS) affect children's physical, social, and cognitive development. To plan successful interventions when promoting the development of children's FMS, the underlying positive determinants for the acquisition of FMS competence during preschool years need to be identified. The purpose of this systematic review was to identify positive determinants of FMS such as stability, locomotor, and manipulative movements in children between the ages of three and six. Five electronic databases (ERIC, PsycINFO, MEDLINE, SPORTDiscus, and Physical Education Index) were used for the systematic search and in our final analysis there were 29 articles. Four categories of determinants were identified: (1) individual characteristics (gender, ethnicity, age, physical activity, physical fitness, and playfulness), (2) education-related (programmes promoting physical activity and motor skill, attendance of physical education lessons, practice schedules), (3) social environments (parent- and family-related variables, older siblings, and sport club participation), and (4) physical environment (population density, size of preschool area, clothing). Age, gender, physical activity, and preschool-based programmes were positive determinants of FMS in preschool-aged children.     

Impact of an outdoor loose parts intervention on Nova Scotia preschoolers' fundamental movement skills: a multi-methods randomized controlled trial

Development of fundamental movement skills in early childhood supports lifelong health. The potential for outdoor play with loose parts to enhance fundamental movement skills has not been investigated. A multi-methods randomized controlled design was used to determine the efficacy of integrating outdoor loose parts play into Nova Scotia childcare centers (19 sites: 11 interventions, 8 control). Movement skills (n = 209, age 3–5 years) were assessed over a 6-month period to investigate changes in fundamental movement skills over time and between groups. Qualitative data was also collected on the educators'' perceptions of outdoor loose parts play. Quantitative data (fundamental movement skills) revealed a non-intervention effect, however, educators spoke of outdoor loose parts play providing opportunities to combine/ repeat movements and take risks; supporting physical, cognitive and socio-emotional (holistic) development; and increasing awareness of children''s physical development and how to support it. Our findings demonstrate value in outdoor loose parts play for the development of fundamental movement skills in childcare settings.     

Incorporating a movement skill programme into a preschool daily schedule

Children's participation in physical activity is a leading health indicator to combat obesity and sedentary lifestyles. The challenge to battle this problem is placed in the hands of early childhood educators. However, there is little evidence that early childhood educators have the skills and knowledge to design and implement appropriate movement practices for young children. The purpose of this study was to assess the effectiveness of a movement programme implemented by classroom teachers. Participants were 33 preschoolers. The BOT-2 test was used to assess children's motor skills. Results showed that improvement in motor proficiency was observed in both the control (p?=?.02) and experimental (p?=?.001) groups. However, the improvement observed in the experimental group was significantly greater than the control group (p?=?.04). Acceptability of the intervention questionnaire responded to by teachers showed that the intervention was easy to implement and beneficial to the children.     

The relationship between motor performance and peer relations in 9- to 12-year-old children

Background Poor motor skills have been associated with peer relationship difficulties, with lower peer preference and greater likelihood of suffering from withdrawal and low self‐worth. Most research into these relationships has focused upon children with motor problems and on activities involving physical skills (play/sport). The current study examined the link between motor performance and peer relations in 9‐ to 12‐year‐old children in both physical and non‐physical (schoolwork) settings using a community sample. Methods Participants were 192 school children whose motor performance was tested using the Movement Assessment Battery for Children. Peer acceptance was assessed using the Peer Rating Scale and teachers completed the Peer Exclusion subscale of the Child Behaviour Scale to indicate each child's peer status. Children were also asked to indicate their level of physical activity and their perceived freedom in leisure using self‐report questionnaires. Results Children with poor motor performance had lower levels of physical activity, and freedom in leisure and were less preferred by their peers in both play and classroom settings. These effects were stronger for boys than for girls. Teacher indicated that children with poorer motor skills experienced higher levels of peer rejection in the classroom setting. When motor performance was separated into fine‐ and gross‐motor performance it was found that only the latter was significantly correlated with peer acceptance in the play context but that fine‐motor skills contributed significantly to variance in teacher ratings of peer exclusion in the classroom setting. Conclusions The results support and extend earlier findings that children with poor motor performance are less accepted by their peers in play settings and provide some support for this extending to settings involving low levels of physical activity (classroom settings). The results similarly support previous findings that motor performance is associated with perceived freedom in leisure and with the likelihood of participating in active pursuits.     

Gender differences in Brazilian children's fundamental movement skill performance

Children who master fundamental movement skills (FMS) are more likely to engage in healthy physical activity during childhood and adolescence. This study compared the fundamental motor status of Brazilian boys and girls, 3–10 years of age. Participants were assessed using the Test of Gross Motor Development-2. Boys displayed superior scores for object control (OC) and locomotor (LOC) composite skill values. The result for OC skills supports previous studies; however, the finding for LOC skills differs from that of most studies that report similar performance values. When compared to the norms, the vast majority of both sexes performed below average. Limited opportunities for FMS development in school settings and the attitude that sport is primarily a masculine domain are possible explanations discussed. This report has significant implications for the promotion of FMS and gender equality in Brazil and countries with a similar culture.     

Difficulties in clinical skills evaluation

A case-specific method of evaluating clinical skills is presented. The instrument is described together with its evaluation based on results from ninety-two medical students. The method involves direct observation, by pairs of teachers, of student encounters with simulated patients. The purpose of this paper is to explore the methodology of assessing clinical competence. Three aspects of this are addressed: reliability between teachers acting as observers, and the relationship of both observations of process measures and self-assessments with the students' understanding of the patient. Three aspects of clinical skills were evaluated; interviewing, problem orientation and physical examination. The results showed the observers to be highly reliable in observing physical examination but to have a wide range of reliability across cases in their observations of the other aspects of clinical skill. There was no correlation between both teachers' observations and the students' self-assessments with the students' understanding of the patient. This is a worrying finding. The implications of this study are that evaluation of the process of clinical skills is difficult methodologically and, added to which, it is not clear what relevance these observations have to clinical competence. Rather than effort being devoted to refining instruments to measure the process of clinical skills it would seem preferable to devote energy to assessing students' abilities in diagnosis and management, at least until we understand what observations of clinical skills are measuring.     

幼儿基本动作技能与身体素质的关联性

目的分析北京市5~6岁幼儿基本动作技能与身体素质之间的关联性,为幼儿体育活动科研工作的进一步开展提供相应的理论依据。方法以北京市3所幼儿园107名5~6岁幼儿为研究对象,采用《儿童运动协调能力评估量表(第二版)》(M-ABC-2)对幼儿基本动作技能进行评估;以《国民体质测定标准手册》(幼儿部分)为标准,对幼儿身体素质进行评价;采用典型相关分析基本动作技能与身体素质之间的关联性。结果 5~6岁幼儿身体素质整体发展水平可正向预测其手部精细操作能力(B=0.24,P<0.05)。典型相关分析显示,在单项身体素质测试中,网球掷远和走平衡木的成绩与手部精细动作能力和动静态平衡能力的得分呈正相关(r=0.43,P<0.01),立定跳远与双脚连续跳也与手部精细操作能力呈正相关(r=0.35,P<0.05)。结论 5~6岁幼儿身体素质与基本动作技能之间存在一定的联系,其协调性、稳定性的良好发展会对动作技能的发展起到积极的促进作用。家长和老师应注重幼儿精细动作能力的发展,以促使其全面健康成长。     

The relationship between motor competence, physical fitness and self-perception in children

Aim The aim of the current research was to explore the relationship between motor competence, physical fitness and self‐perception, and to study to which extent this relationship may vary by gender. Methods A sample of 67 children (mean age 11.46 years, SD 0.27) completed Harter's Self‐Perception Profile for Children (SPPC), the Movement Assessment Battery for Children (MABC) and the Test of Physical Fitness (TPF) to assess self‐perception, motor competence and physical fitness. Results The SPPC was stronger related to total score on TPF than to total score on MABC. However, when looking at boys and girls separately, this result was found for the boys only. In the group in general, total scores on both TPF and MABC correlated significantly with three of the domains of SPPC (social acceptance, athletic competence and physical appearance) and general self‐worth. This relationship varied by gender. Interestingly, TPF was highest correlated with perception of athletic competence in boys but with perception of social acceptance in girls. A high and significant correlation was found between physical fitness and motor competence for both genders. Conclusion The results indicated a strong relationship between physical fitness, motor competence and self‐perception in children that varied by gender. This implies that all these factors are essential contributions in order to facilitate participation in physical activity in children.     

Movement skills proficiency and physical activity: A case for Engaging and Coaching for Health (EACH)–Child

Background/aim:  Supporting children's participation in health-enhancing physical activities is an important occupational goal for therapists. Fundamental movement skills (FMS) are thought to underpin and enable many activity options. This study had two goals: first, to examine the relationship between fundamental movement skills (FMS) and physical activity, and second, to use this and existing evidence to inform strategies whereby children's motivation for and engagement in physical activity can be supported.
Methods:  A cross-sectional investigation of 124 children, aged 6–12 years, was undertaken. FMS were assessed using the Movement Assessment Battery for Children (M-ABC) and physical activity by pedometer step counts.
Results:  A weak but significant association was found between weekend physical activity and balance skills for girls. Correlations between physical activity and ball skills or manual dexterity were not significant for either gender, however, having age appropriate ball skills did result in greater but not significant levels of physical activity for all children when grouped together.
Conclusions:  Findings from this study question the magnitude of the relationship between children's FMS and physical activity as measured by pedometers. If the goal of health enhancement through physical activity engagement is to be realised, it is proposed that community, occupation-based approaches may offer more potential than skills-based interventions at increasing activity participation. The concept of Engaging and Coaching for Health (EACH)-Child is introduced to this end. Occupational therapists are encouraged to work collaboratively with school and community organisations to assist children to find the physical activities that best accommodate their interests, abilities and offer opportunities for lifelong engagement.     

Relationship between screen-time and motor proficiency in children: a longitudinal study

The objective of this longitudinal study was to examine the relationship between screen time (ST) and children’s motor proficiency. The amount of time 113 children spent watching television, using a computer, and playing video games as reported by parents at ages 4, 5, and 7 was measured and children’s motor skills were evaluated at age 7 with the short version of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition. The results revealed that children who spent more time in front of a screen at age 4 also do so at ages 5 and 7. A negative relationship was observed between ST at ages 4, 5, and 7 and motor proficiency at age 7. Mediation analysis suggested that the negative effect of ST at age 4 on motor competence was mediated by ST at age 7. This result emphasizes the adverse influence of ST stability on motor proficiency.     

Motor skills of mild-malnourished compared with normal preschool Senegalese children

The relationship between motor skills and mild protein-energy malnutrition was studied in a rural Senegalese setting. Eighty-eight children in good health, aged between 3 and 5 years were examined on 3 occasions in the course of one year, and their physical performance and motor skills evaluated. Regular progress in their abilities was observed over the year. Nevertheless, 3#sh4 of them portrayed mild somatic deficiencies. After dividing the children into 4 nutritional groups according to their height-for-age and weight-for-height deficiencies, it was found that normal and thin children, scored higher in the various tests than did children who were underheight, or both underheight and underweight.

Insufficient muscular mass available for exercise seemed to be the principle factor limiting the performance of these mildly undernourished children. However, other hypotheses should be mentioned: reduction in the children's habitual physical activity, and the neuro-motor consequences resulting from former, severe malnutrition.

These observations show that even slight degree malnutrition can affect a child's ability to perform physical work and, thus, hinder his future development and learning.     

动作技能干预对智力障碍儿童青少年基本动作技能影响的系统综述

目的 系统分析国内外动作技能干预对智力障碍儿童青少年基本动作技能影响的方法学特点和效果。方法 对CNKI、Wan Fang Data、EBSCO-SPORT、Web of Science、PubMed 5个数据库进行检索,检索日期从建库到2021年6月3日。对纳入文献的国家和地区、实验设计、样本、干预、测评和结果等信息进行提取,并使用PEDro对纳入文献进行方法学质量评价。结果 共纳入11篇文献,有效干预为100%;干预内容集中于平衡、力量和协调;游戏形式的低强度干预,单次干预时间40~60 min,每周2~3次,6~8周的干预较为适宜;测评工具以BOTMP使用数量最多,测评维度多集中于平衡技能。结论 动作技能干预可以有效提高智力障碍儿童青少年的基本动作技能。建议丰富干预内容,提高研究质量,加强我国样本的相关研究,并研制科学有效的智力障碍儿童青少年基本动作技能测评工具。     

气排球游戏教学对4~6岁幼儿基本动作技能及体质健康水平的影响

  目的  探索气排球游戏教学对4~6岁幼儿基本动作技能及体质健康水平的影响，为促进幼儿动作发展、丰富幼儿园体育活动提供参考。  方法  以北京、成都3所试点幼儿园195名4~6岁幼儿为实验对象，进行16周(2021年2—6月)气排球游戏教学。实验前后采用美国粗大动作测试第二版(TGMD-2)对幼儿进行基本动作技能评估，以《国民体质测评标准手册》(幼儿部分)为标准，对幼儿进行身体素质评估。运用独立样本t检验分析实验前后幼儿基本动作技能、体质健康成绩差异，Pearson相关性分析以及多元线性回归分析2种测试系统各指标间相关性和函数关系。  结果  实验前后，幼儿移动技能、操控技能、基本动作技能成绩有所提高，组间差异有统计学意义(P值均 < 0.05);分组比较时，除4岁女童组总评分前后测成绩外，其余年龄男、女童各指标实验前后差异均有统计学意义(P值均 < 0.05)。体质健康水平测试成绩在后测中有一定提升，除双脚连续跳测试前后差异无统计学意义，其余各项指标差异均有统计学意义(P值均 < 0.05)。网球掷远成绩与移动技能、基本动作总评分测试成绩具有相关性(r值分别为0.44，0.60，P值均 < 0.01);移动技能与体质测试成绩之间存在线性关系，回归模型拟合度较好(R2=0.33)。  结论  气排球游戏教学对4~6岁幼儿基本动作技能、体质健康发展有促进作用，基本动作技能发展以操控技能提升为主，体质健康水平在5~6岁时发展效果显著。     

Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

Background  

The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness.     

12~14岁青少年体力活动动作能力与体质状况的关系

  目的  探究青少年体力活动、动作能力和体质之间的相关性以及体力活动、动作能力对体质的影响,为青少年体质促进提供理论依据。  方法  采用随机整群抽样法抽取北京某中学164名12~14岁的学生作为研究对象,动作能力发展采用动作能力测试量表第2版(Movement Assessment Battery for Children-2, MABC-2)进行测量;体力活动采用加速度计(ActiGraph GT3X+)进行测量;体质测试选取《国家学生体质健康标准》(初中生部分)中的1 000/800 m跑、立定跳远和坐位体前屈。采用Pearson相关分析三者之间的相关性,采用多元逐步回归分析体力活动、动作能力对体质的影响。  结果  12~14岁青少年体力活动与体质之间存在低等程度正相关(r=0.24~0.30,P值均 < 0.05),动作能力与体质之间存在低到中等程度正相关(r=0.21~0.42,P值均 < 0.05)。体力活动和体质量指数(BMI)可以解释31%的心肺耐力,体力活动、物体控制能力和BMI可以解释26%的肌肉力量,平衡能力可以解释5%的柔韧性。  结论  体力活动、动作能力和体质之间存在低到中等程度正相关,体力活动和动作能力可以影响少年体质水平。以促进动作能力发展和体力活动参与为切入点的综合干预对提高青少年体质水平具有现实意义。     

Different pathways to children’s enjoyment of participation in daily activities

Background: The enjoyment arising from participating in an activity is considered to be related to health and well-being. However, only a few studies have focused on children’s enjoyment of participation.

Aim: To assess the contribution of various individual factors to the total explained variance of children’s enjoyment of participation from the perspectives of parents and children.

Methods: Ninety-eight typically developed children were evaluated using motor and cognitive tests; they completed the Children’s Assessment of Participation and Enjoyment. Their parents completed the Children Participation Questionnaire, the Performance Skills Questionnaire, and the Strengths and Difficulties Questionnaire.

Results: Age and gender were found to be significant predictors. Parents perceived enjoyment to be associated with their child’s performance skills and the efficient execution of daily tasks. Children perceived enjoyment to be associated with their psychosocial functioning.

Conclusions: The contribution of performance skills exceeds the contribution of motor or cognitive ability to the total explained variance of a child’s enjoyment of participation. A gap exists, however, between the perspectives of children and parents regarding enjoyment of participation. Enhancing participation is a central goal of the occupational therapy domain and process; our findings may provide insights into possible pathways to accomplish this goal.     

Guest Editorial

Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety‐five preschool children participated in the study (50 girls and 45 boys). The measures used were the Primary Measures of Music Audiation, the High/Scope Rhythmic Competence Analysis Test and the Gross Motor Development test 2. The results revealed no significant gender differences in musical aptitude and gross motor skills performance, whereas girls outperformed boys in four of the six movements of rhythmic ability test. Considering that rhythmic competence is strongly inter‐related with children’s motor coordination, the concluding suggestion for the preschool physical education curriculum is to incorporate specific rhythmic activities (like Orff, Dalcroze and dance) in order to overcome the boys’ performance deficiency.