Children

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16 pages, 603 KiB

Open AccessArticle

Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study

by Catherine M. Capio, Sum Kwing Cheung, Serena S. W. Fung and Xinyun Hu

Children 2024, 11(4), 457; https://doi.org/10.3390/children11040457 - 10 Apr 2024

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This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor–math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics [...] Read more.

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor–math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor–math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor–math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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13 pages, 268 KiB

Open AccessArticle

Factors Affecting Balance Performance in Adolescents

by Milena Kovačević, Rastislava Krasnik, Aleksandra Mikov, Darko Mikić, Jelena Zvekić-Svorcan, Dragana Vukliš, Dajana Dedić Novaković and Marina Đelić

Children 2024, 11(4), 436; https://doi.org/10.3390/children11040436 - 05 Apr 2024

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Abstract

(1) Background: The influence of different factors on balance in adolescence is assessed by conducting functional balance tests that examine its different components. (2) Materials and methods: The study sample comprised 110 healthy adolescents of both sexes, aged 12–18 years. Single Leg Stance [...] Read more.

(1) Background: The influence of different factors on balance in adolescence is assessed by conducting functional balance tests that examine its different components. (2) Materials and methods: The study sample comprised 110 healthy adolescents of both sexes, aged 12–18 years. Single Leg Stance with Eyes Open (SLS-EO) and Eyes Closed (SLS-EC) tests were conducted to evaluate static balance, whereas the Functional Reach Test (FRT) and Lateral Reach Test (LRT) were performed to establish functional stability limits. The influence of sex, age, demographic factors, anthropometric characteristics, participation in sports activities, and trunk extensor muscle endurance (Biering–Sorensen test) on balance performance was determined through correlational and univariate linear regression analyses. (3) Results: Older age (Beta [β] = 0.247; 95% CI [0.75, 5.20]; p < 0.01) and better trunk extensor muscle endurance (β = 0.224; 95% CI [0.015, 0.13]; p < 0.05) were significant predictors of the SLS-EO results, while younger age (β = −0.219; 95% CI [−1.32, −0.11]; p < 0.05) and higher muscle percentage (β = 0.237; 95% CI [0.06, 0.48]; p < 0.05) emerged as significant predictors of LRT performance, and greater bone mass was a significant predictor of FRT results (β = 0.444; 95% CI [3.62, 8.17]; p < 0.01). However, none of the independent variables was a statistically significant predictor of the SLS-EC results. (4) Conclusions: The current study found that age, trunk extensor muscle endurance, muscle percentage, and bone mass are significant predictors of different balance components, suggesting that balance is task-specific. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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15 pages, 1053 KiB

Open AccessArticle

Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4–5 Years

by Clare M. P. Roscoe, Nicola Taylor, Natalie Weir, Robert John. Flynn and Andy Pringle

Children 2024, 11(4), 416; https://doi.org/10.3390/children11040416 - 01 Apr 2024

Viewed by 760

Abstract

Fundamental motor skills (FMS) are the cornerstone of a child’s motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) [...] Read more.

Fundamental motor skills (FMS) are the cornerstone of a child’s motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) provider, improved the FMS of 4–5-year-old children across multiple sites. Methods: The Early Years FMS intervention ran for 18 weeks, 1 h/week, using a standardised programme of activities to develop FMS competencies across 219 children from 15 schools in the Midlands, UK. An adapted assessment was employed as a measure of FMS, assessing locomotor, object control, and stability skills at weeks 1, 9, and 18. The FMS were each rated as green = competent, amber = working towards, or red = not meeting the standards of the skill. A description of key programme implementation characteristics was described. Findings: Statistically significant increases in FMS competencies were achieved for 80% of participants at 18 weeks. Key implementation characteristics for the intervention included consistent staffing, a standardised programme, and a variety of pedagogical approaches delivered by specialist PE staff. Conclusion: This evaluation provided important insights into the effectiveness and implementation of the Early Years FMS intervention to improve FMS competencies in children aged 4–5 years. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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14 pages, 264 KiB

Open AccessArticle

Exploring Facilitators and Barriers to Physical Activity for Families of Rural Preschoolers Participating in a Motor Skill Program

by Amanda Campbell, Jill Lassiter, Michael Ertel, Andrea R. Taliaferro, Mackenzie L. Walker and Ali S. Brian

Children 2024, 11(3), 362; https://doi.org/10.3390/children11030362 - 19 Mar 2024

Viewed by 1094

Abstract

While schools provide one opportunity to encourage physical activity, caregivers play an exceedingly important role in creating an environment conducive to preschool children’s physical activity. Yet, little is known regarding the perceptions of caregivers, important choice agents for young children’s physical activity behavior [...] Read more.

While schools provide one opportunity to encourage physical activity, caregivers play an exceedingly important role in creating an environment conducive to preschool children’s physical activity. Yet, little is known regarding the perceptions of caregivers, important choice agents for young children’s physical activity behavior after participating in a motor skill program. The purpose of this study was to examine caregivers’ perceptions of facilitators and barriers to children’s physical activity at home among rural, low-income families who participated in a school-based early childhood physical activity program, SKIPping with PALS, designed to increase physical activity and improve motor development. Eleven caregivers consented to participate in a semi-structured interview regarding their perceptions of physical activity and their experience after six months of participation in the program. An inductive, naturalistic evaluation approach was utilized for qualitative data analysis, following the six recursive phases of thematic analysis. A review of the interview transcripts revealed that all caregivers valued physical activity and encouraged their children to be active. Four major facilitators, four major barriers, and an overarching theme of parental support for childhood physical activity were identified. These factors are largely circumstantial and attitudinal and, thus, are difficult to modify but are important to be cognizant of when designing interventions. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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11 pages, 288 KiB

Open AccessArticle

Effects of Modified Invasion Games on Motor Competence and Self-Assessed Physical Condition in Elementary School Students in the Physical Education Classroom

by Diego Neira-Navarrete, Jacqueline Páez-Herrera, Tomás Reyes-Amigo, Rodrigo Yáñez-Sepúlveda, Guillermo Cortés-Roco, Cristian Oñate-Navarrete, Jorge Olivares-Arancibia and Juan Hurtado-Almonacid

Children 2024, 11(3), 337; https://doi.org/10.3390/children11030337 - 12 Mar 2024

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Abstract

Modified invasion games promote the development of real and perceived motor competence. Children with higher motor competence are more likely to participate in physical activity practice and to remain in it, both in adolescence and adulthood. (1) Background: The purpose of this study [...] Read more.

Modified invasion games promote the development of real and perceived motor competence. Children with higher motor competence are more likely to participate in physical activity practice and to remain in it, both in adolescence and adulthood. (1) Background: The purpose of this study is to determine the effect of modified invasion games on the real motor competence and self-assessment of the physical condition fifth-grade students from a private school in Viña del Mar, Chile. (2) Methods: 40 girls and boys with an average age of 11.47 years (SD = 0.554) participated in this study during a 12-week intervention. The MOBAK 5-6 battery was used to assess actual motor competence, the SEMOK questionnaire was used to determine perceived motor competence, the International Fitness Scale (IFIS) self-assessment questionnaire was used to assess perceived physical fitness, and the weight/size ratio was used to determine BMI. A Friedman’s nonparametric ANOVA analysis was applied to determine the effect of the intervention, in addition to an analysis of covariance (ANCOVA) to identify the influence of the covariates on motor competence. (3) Results: No statistically significant differences were established between weight, BMI, and waist circumference. There was a statistically significant difference after the intervention in the actual motor competence of object control (p = 0.005) and perceived motor competence of object control (p ≤ 0.001) (4) Conclusions: An intervention based on modified invasion games is effective for the improvement of actual and perceived motor competence of object control. It was not possible to identify a positive effect on the self-assessment of muscle strength after the intervention. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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12 pages, 454 KiB

Open AccessArticle

Associations among Motor Competence, Physical Activity, Perceived Motor Competence, and Aerobic Fitness in 10–15-Year-Old Youth

by Dawn P. Coe, Emily M. Post, Eugene C. Fitzhugh, Jeffrey T. Fairbrother and E. Kipling Webster

Children 2024, 11(2), 260; https://doi.org/10.3390/children11020260 - 17 Feb 2024

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Abstract

(1) Background: The developmental model describes possible mechanisms that could impact the trajectory of children and adolescents’ health behaviors related to obesity; however, few data are available that support this model in the adolescent population. This study investigated the associations among motor competence [...] Read more.

(1) Background: The developmental model describes possible mechanisms that could impact the trajectory of children and adolescents’ health behaviors related to obesity; however, few data are available that support this model in the adolescent population. This study investigated the associations among motor competence (MC), moderate-to-vigorous physical activity (MVPA), perceived motor competence (PMC), and aerobic fitness in children and adolescents and the mediating and moderating effects of PMC, aerobic fitness, and weight status on the MC–MVPA relationship. (2) Methods: Participants included 47 adolescents (12.2 ± 1.6 y; 55% male) who completed the Bruininks–Oseretsky Test of Motor Proficiency, 2nd Edition (MC), Harter’s perceived self-competency questionnaire (PMC), and the PACER test (aerobic fitness) and whose MVPA was measured via accelerometry. The body mass index (BMI) was calculated from measured height and weight. (3) Results: There were positive correlations between MC and fitness [r_s(47) = 0.469, p < 0.01], PMC and fitness [r_s(47) = 0.682, p < 0.01], and PMC and MC [r_s(47) = 0.416, p < 0.01]. There were no associations among MVPA and MC, PMC, or fitness (p > 0.05). There were inverse associations between BMI and both MVPA [r_s(44) = −0.410, p < 0.01] and fitness [r_s(47) = 0.295, p < 0.05]. The association between MC and MVPA was mediated by fitness (β = 0.3984; 95% CI (0.0564–0.7985)). (4) Conclusions: The associations among MC, PMC, and fitness highlight the critical role of MC in health and partially support the proposed developmental model concerning the relationships that exist among MC, MVPA, PMC, fitness, and BMI. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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11 pages, 417 KiB

Open AccessArticle

The Impact of an Acute Active Reading Intervention on Physical Activity Levels in Preschoolers: A Comparative Analysis

by Danielle D. Wadsworth and Katherine E. Spring

Children 2024, 11(2), 183; https://doi.org/10.3390/children11020183 - 02 Feb 2024

Cited by 1 | Viewed by 884

Abstract

The purpose of this study was to examine the acute effects of an active reading intervention on physical activity (PA) levels in preschoolers. Participants were recruited from the 3–5-year-old classes at two preschools. A total of six classrooms and 37 children participated in [...] Read more.

The purpose of this study was to examine the acute effects of an active reading intervention on physical activity (PA) levels in preschoolers. Participants were recruited from the 3–5-year-old classes at two preschools. A total of six classrooms and 37 children participated in three conditions: an active reading book read by a researcher (Act_R) trained in active play techniques, an active reading book read by a preschool classroom teacher (Act_T), and a book about health behavior read by both the researcher and the teacher (Sed_H). The order in which classes received each condition was randomized. The Actigraph accelerometer assessed PA. Motor skills were assessed with the Peabody Motor Development Scale, 2nd Edition. Participants spent significantly more time in sedentary behavior during the Sed_H condition compared to Act_R (p < 0.000) and Act_T (p < 0.008). Participants spent significantly more time in MVPA during Act_R compared to Act_T (p = 0.030), Act_T compared to Sed_H (p < 0.001), and Act_R compared to Sed_H (p < 0.001). The amount of MVPA participation within the active reading sessions was not dependent upon the level of fundamental motor skill competence. Active reading books may provide a feasible method to incorporate physical activity and active play into the preschool day. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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11 pages, 523 KiB

Open AccessArticle

Physical Activity, Body Composition, Physical Fitness, and Body Dissatisfaction in Physical Education of Extremadura Adolescents: An Exploratory Study

by María Isabel Moreno-Díaz, Miguel Vaquero-Solís, Miguel Ángel Tapia-Serrano and Pedro Antonio Sánchez-Miguel

Children 2024, 11(1), 83; https://doi.org/10.3390/children11010083 - 10 Jan 2024

Cited by 1 | Viewed by 931

Abstract

In recent years, physical activity levels among youths have declined significantly. This has led to a decline in adherence to physical activity recommendations. In this sense, physical education offers an ideal environment that contributes positively to improving adherence to physical activity recommendations, as [...] Read more.

In recent years, physical activity levels among youths have declined significantly. This has led to a decline in adherence to physical activity recommendations. In this sense, physical education offers an ideal environment that contributes positively to improving adherence to physical activity recommendations, as it teaches students movement-related skills and knowledge. The objective of the present research was to investigate the relationship between physical activity levels, body composition, fitness in Physical Education, and body dissatisfaction levels, and to analyse sex differences in relation to the study variables. The sample was formed of 1166 participants from the 1st and 2nd secondary compulsory education, of which 642 were boys (age 13.16 ± 0.91), and 524 girls (age 13.08 ± 0.85). The measure of physical activity was the Physical Activity Questionnaire for Adolescents (PAQ-A). Body composition was assessed using weight and height to calculate their body mass index. Cardiorespiratory capacity was assessed using the Course-Navette test in Physical Education lessons. The results showed the relationship between physical activity and body mass index, cardiorespiratory capacity, and body satisfaction. It was also confirmed that higher levels of physical activity were associated with a lower body mass index, improvements in cardiorespiratory fitness, and lower levels of body dissatisfaction to a greater extent in boys than in girls. The study concludes that improvements in the study variables were associated with increased physical activity. In addition, it seems necessary to promote healthy lifestyles in physical education lessons, especially during adolescence, as they could serve as a gateway for the improvement of health-related fitness in future generations. Increasing the amount of physical activity among young people is vital. Therefore, it would be essential to develop intervention programs in physical education classes, especially during adolescence, aimed at promoting and increasing physical activity and its benefits. Full article

(This article belongs to the Special Issue Motor Competence and Physical Activity in School Children)

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