MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development
Abstract
:1. Introduction
2. Materials and Methods
2.1. Context and Participants
2.2. Instrumentation and Qualitative Data
2.2.1. Motor Competence Tests
Task: Instruction [Preparation] | Parameters |
---|---|
Run: run as fast as possible for 10 m [Starting and finishing lines marked on floor] | Time: time from the start of running to reaching the finishing line Mean velocity: 10 m divided by running time (seconds) Maximum velocity: fastest velocity of the marker located at pelvis level (mid spina iliac posterior superior) in the running direction Step length: average of the last 4 steps towards 6 m |
Underarm and overarm throw: throw the ball as far as possible [Tape measure, marking stickers, rubber Koosh balls] | Throwing distance: distance between the front toe and the object’s landing position Release height: maximum height of the object centre over the floor Scaled release height: release height divided by child’s body height Release velocity: resultant velocity of the wrist at the ball-releasing moment |
Horizontal jump: jump as far as possible (from standing position) [Tape measure, marking stickers] | Jump distance: distance between the starting line and the heel’s landing position Scaled jump distance: jump distance divided by body height Take-off velocity: resultant velocity of the back pelvis marker at the take-off moment. When two feet did not take off simultaneously, the midpoint of the two moments was defined as the take-off moment Take-off angle = ArcTangent(Vz/Vy) ·180/π, where Vz and Vy were the velocity along Z and Y axis, respectively (see Figure 1 for global axes) |
Vertical jump: jump as high as possible (from standing position on the force plate) [Force plate] | Jump height (via impulse-momentum method), take-off velocity, maximum power, maximum impulse, maximum force/weight: measured by force plate software |
Kick: kick (a deflated ball) hard towards a “gate” [Inflated ball] | Maximum velocity of the outer ankle bone calculated in 3D space |
Stand balance: stand still (on the force plate) for 30 s [Force plate] | Duration: valid captured standing time in the 30-s trial. If >30 s, count as 30 s C95 Area: 95% confidence area of centre of pressure (COP) ellipse Normalised C95 Area: C95 area divided by duration COP velocity: total COP trace length divided by duration |
One leg balance: stand on one leg (on the force plate) for 30 s (could start over if the leg touched the force plate) [Force plate] | Same parameters as for the stand balance |
Catch: catch the ball (5 tosses thrown to chest from 7 feet). Based on performance, harder (thrown to side) or easier (rolled on the floor). Catch with and without the eye tracker. [Eye tracker, 10 cm rubber ball] | Success rate: the % of successful catches (from 5). The additional harder catching was not reported in the success rate Eye latency: time of the gaze velocity exceeding 30 deg/s after the ball started moving upwards and towards the child (trial start) Hand latency: time of the wrist velocity exceeding 10 cm/s after trial start Lag = hand latency − eye latency Trial duration: from the trial start to when the hand touched the ball. If the hand totally missed the ball, it would be from the trial start to when the ball dropped to the hands’ overground level. |
2.2.2. Test of Gross Motor Development 3 (TGMD-3)
2.2.3. Stages of Run, Horizontal Jump, Overarm Throw, Kick and Catch
2.3. Qualitative Data
2.3.1. Two-Weekly Questionnaires
2.3.2. Interviews
2.4. Procedures
2.4.1. Pre-Test
2.4.2. The MiniMovers Programme and Post-Test
2.5. Data Analysis
2.5.1. Quantitative Data Analysis
2.5.2. Qualitative Data Analysis
3. Results
3.1. Quantitative Data
3.1.1. Findings of the Nine Motor Tasks
3.1.2. Findings of the TGMD-3 and Stages
3.2. Qualitative Data
4. Discussion
4.1. Feasibility and Experiences of Families Using the MM Programme
4.2. Influence of the 8-Week MM Programme on Children’s Motor Skill Performance and Best Measures to Discriminate Child Outcomes
4.3. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Child ID | MM Level | Gender | Age (Months) | Height (cm) | Weight (kg) | BMI (kg/m2) | BMI Centile 1 |
---|---|---|---|---|---|---|---|
S1 | Mini | Girl | 21 | 84 | 12 | 17.0 | 75–91 |
S2 | Mini | Boy | 29 | 85 | 11.9 | 16.5 | 75 |
S3 | Mini | Boy | 29 | 93 | 14.9 | 17.2 | 75–91 |
S4 | Mighty | Girl | 49 | 104 | 17.8 | 16.5 | 75 |
S5 | Mighty | Girl | 50 | 103 | 15.9 | 15.0 | 25 |
S6 | Mega | Girl | 73 | 116.5 | 21.9 | 16.1 | 50–75 |
S7 | Mega | Girl | 77 | 119 | 21.6 | 15.3 | 50 |
S8 | Mega | Girl | 79 | 109 | 17.4 | 14.6 | 25 |
Mean ± Standard Deviation | Pre | 50.9 ± 23.4 | 101.7 ± 13.3 | 16.7 ± 3.8 | 16.0 ± 1.0 | ||
Post | 52.9 ± 23.4 | 102.4 ± 13.0 | 17.0 ± 3.6 | 16.2 ± 1.2 |
Phases of the Analysis | Purpose | Process |
---|---|---|
Familiarisation | Immersion in data to gain an insight into the scope of the content. Gain a sense of meaning and patterns. | Transcription Deep reading Note making |
Initial coding | Identifying initial codes in order to organise data | Labelling and grouping data |
Initial themes | Sorting groups into initial themes relating to meaning. Examining relationships between themes | Sorting and mapping themes. Defining themes |
Review of themes | Identifying patterns in the data and reviewing all data | Collapsing themes and checking data justifies theme |
Defining themes | Identifying the meaning of theme and aligning to research questions | Re-checking data and themes—developing an audit trail |
Presenting themes | Present concise themes | Write account of themes supported from data |
Task | Parameter | N | Pre | Post | p | p’ |
---|---|---|---|---|---|---|
Run | Time (s) | 8 | 4.7 ± 2.0 | 4.2 ± 1.4 | 0.063 | 0.014 * |
Mean velocity (m/s) | 2.4 ± 0.8 | 2.6 ± 0.7 | 0.128 | 0.069 | ||
Max velocity (m/s) | 3.2 ± 1.1 | 3.4 ± 1.2 | 0.495 | 0.499 | ||
Step length (cm) | 67.2 ± 25.1 | 69.9 ± 23.8 | 0.063 | 0.062 | ||
Underarm throw | Throwing distance (m) | 7 | 4.0 ± 2.4 | 5.5 ± 2.4 | 0.026 * | 0.036 * |
Release height (cm) | 59.7 ± 7.8 | 66.0 ± 9.7 | 0.113 | 0.133 | ||
Scaled release height (%) | 57.8 ± 8.4 | 63.4 ± 10.7 | 0.133 | 0.166 | ||
Release velocity (m/s) | 5.1 ± 2.2 | 5.1 ± 2.5 | 0.994 | 0.994 | ||
Overarm throw | Throwing distance (m) | 8 | 3.8 ± 2.2 | 4.0 ± 2.1 | 0.624 | 0.633 |
Release height (cm) | 97.1 ± 17.8 | 95.7 ± 17.9 | 0.615 | 0.636 | ||
Scaled release height (%) | 95.0 ± 7.6 | 92.8 ± 7.6 | 0.400 | 0.388 | ||
Release velocity (m/s) | 2.7 ± 1.3 | 3.1 ± 1.4 | 0.602 | 0.515 | ||
Horizontal jump | Jump distance (cm) | 7 | 73 ± 44 | 83 ± 33 | 0.106 | 0.020 * |
Scaled jump distance (%) | 66 ± 37 | 77 ± 24 | 0.113 | 0.011 * | ||
Take-off velocity (m/s) | 1.8 ± 1.1 | 1.9 ± 0.7 | 0.869 | 0.700 | ||
Take-off angle (deg) | 22.9 ± 9.4 | 19.9 ± 4.4 | 0.466 | 0.154 | ||
Vertical jump | Jump height (cm) | 6 | 12.0 ± 6.5 | 11.7 ± 6.4 | 0.545 | 0.586 |
Take-off velocity (m/s) | 1.5 ± 0.6 | 1.5 ± 0.5 | 0.973 | 0.967 | ||
Max power (W) | 490 ± 227 | 509 ± 241 | 0.284 | 0.325 | ||
Max impulse (kg·m/s) | 29.9 ± 12.5 | 31.0 ± 11.9 | 0.167 | 0.187 | ||
Max force/weight (N/kg) | 21.1 ± 1.1 | 21.9 ± 2.6 | 0.565 | 0.389 | ||
Kick | Max velocity (m/s) | 8 | 4.6 ± 2.0 | 5.0 ± 2.2 | 0.494 | 0.521 |
Stand balance | Duration (s) | 6 | 27.9 ± 2.5 | 29.8 ± 0.4 | ||
C95 area (mm2) | 1266 ± 1276 | 1181 ± 490 | 0.839 | 0.605 | ||
Normalised C95 area (mm2/s) | 45.3 ± 42.8 | 39.7 ± 16.8 | 0.673 | 0.278 | ||
COP velocity (mm/s) | 16.6 ± 14.1 | 25.3 ± 8.7 | 0.759 | 0.663 | ||
One leg balance | Duration (s) | 5 | 17.4 ± 9.9 | 16.0 ± 10.1 | 0.825 | 0.807 |
C95 area (mm2) | 1198 ± 551 | 1650 ± 720 | 0.500 | 0.308 | ||
Normalised C95 area (mm2/s) | 80.0 ± 47.2 | 160.6 ± 130.9 | 0.270 | 0.318 | ||
COP velocity (mm/s) | 58.2 ± 26.5 | 73.7 ± 15.9 | 0.333 | 0.155 | ||
Catch | Success rate (%) | 7 | 91.7 ± 12.7 | 89.7 ± 17.6 | 1 | |
Eye latency (ms) | 5 | 248 ± 31 | 265 ± 81 | 0.646 | 0.696 | |
Hand latency (ms) | 254 ± 46 | 401 ± 148 | 0.052 | 0.076 | ||
Lag (ms) | 6 ± 26 | 132 ± 102 | 0.044 * | 0.086 | ||
Trial duration (ms) | 715 ± 69 | 876 ± 28 | 0.012 * | 0.001 * |
Skill (N = 7) | Pre-M | SD | Post-M | SD | p |
---|---|---|---|---|---|
Overarm throw | 0.14 | 0.38 | 1.43 | 1.51 | 0.035 * |
Underarm throw | 2.43 | 2.15 | 4.71 | 2.43 | 0.007 * |
Catch | 3.86 | 2.85 | 5.14 | 1.57 | 0.093 |
Kick | 0.71 | 0.95 | 4.71 | 2.22 | 0.001 * |
Run | 5.00 | 2.71 | 6.86 | 1.86 | 0.011 * |
Horizontal jump | 2.43 | 2.07 | 5.29 | 1.89 | <0.001 * |
Skill (N = 7) | Pre-M | SD | Post-M | SD | p |
---|---|---|---|---|---|
Overarm throw | 1.71 | 0.95 | 2.57 | 1.13 | 0.063 |
Catch | 3.14 | 1.57 | 3.71 | 1.60 | 0.046 * |
Kick | 1.57 | 0.54 | 2.86 | 0.90 | 0.024 * |
Run | 3.14 | 0.90 | 3.71 | 0.49 | 0.046 * |
Horizontal jump | 1.57 | 1.13 | 2.43 | 1.13 | 0.063 |
Theme | Sub Themes | Codes | Data Example |
---|---|---|---|
Enjoyment | Child enjoyment | Fun | “she’s been really enjoying it” |
“he does enjoy the music” | |||
Easy | “easy to do, and fun to do” | ||
Parent enjoyment | Together | “we’ve been able to look at them together” | |
Activity | “it’s got me doing it Just trying to be more active with them as a whole” | ||
Independence | Child independence | Self-organising | “she can set it up herself out-side” |
Child selecting and organising the activities | “she just likes experimenting a little bit” | ||
Child choice | “they’ll set things up” | ||
“she’s taking herself off and doing that” | |||
Knowledge | Identifying progress | Observing | “I think her movements have become more fluid” |
“catching he’s still not great” | |||
“I think he his jumping is getting really good” | |||
Supporting children | Resources | “when I’ve put the spots on the floor, he can jump a lot further” | |
“following the videos has really helped her” | |||
“I find getting him to watch the video really helps” |
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Zhang, Y.; Wainwright, N.; Goodway, J.D.; John, A.; Stevenson, A.; Thomas, K.; Jenkins, S.; Layas, F.; Piper, K. MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development. Children 2024, 11, 99. https://doi.org/10.3390/children11010099
Zhang Y, Wainwright N, Goodway JD, John A, Stevenson A, Thomas K, Jenkins S, Layas F, Piper K. MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development. Children. 2024; 11(1):99. https://doi.org/10.3390/children11010099
Chicago/Turabian StyleZhang, Yajie, Nalda Wainwright, Jacqueline D. Goodway, Amanda John, Anna Stevenson, Kirsty Thomas, Sean Jenkins, Fatma Layas, and Kate Piper. 2024. "MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development" Children 11, no. 1: 99. https://doi.org/10.3390/children11010099
APA StyleZhang, Y., Wainwright, N., Goodway, J. D., John, A., Stevenson, A., Thomas, K., Jenkins, S., Layas, F., & Piper, K. (2024). MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development. Children, 11(1), 99. https://doi.org/10.3390/children11010099