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Children
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Physical and Motor Development in Children
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Physical and Motor Development in Children

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global Pediatric Health".

Deadline for manuscript submissions: 5 December 2025 | Viewed by 4858

Special Issue Editors

Dr. Ermioni Katartzi

E-Mail Website
Guest Editor
School of Physical Education and Sports Science, Department of Physical Education and Sport Science at Serres, Ag. Ioannis, Aristotle University of Thessaloniki, 62110 Serres, Greece
Interests: motor development; motor competence assessment; identification of de-velopmental coordination disorder and motor difficulties in children, ado-lescents, and adults; physical activity assessment and promotion
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Thomas Kourtessis

E-Mail Website
Guest Editor
Department of Early Childhood Education & Care at the International Hellenic University, Thessaloniki, Greece
Interests: identification, assessment, and interventional management of developmental coordination disorder and motor learning difficulties in early childhood, childhood, and adolescence; applications of physical activity and physical education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue focuses on physical and motor development in childhood, a critical issue for lifelong human development and health. For decades, there has been a growing interest in research focusing on the biological and physiological changes that occur from birth throughout childhood and adolescence, and the factors that affect growth and motor development. The aim of this Special Issue is to include research that investigate thoroughly factors which contribute to physical and motor development, such as genetics, physical activity, motor competence, developmental disorders with a special focus on Developmental Coordination Disorder, a disorder that affects motor learning and the acquisition of motor skills. Moreover, assessment tools that are used to examine motor competence and physical and motor development are among the main foci of this Special Issue, as well as clinical or educational interventions aiming to improve physical and motor development. We invite contributions that address a wide range of topics, including, but not limited to, physical development milestones, developmental disorders, motor learning and control, and physical activity studies in clinical and educational settings regarding children and adolescents. We welcome empirical studies, reviews, and theoretical papers that offer innovative insights into how to support and improve physical and motor development in children, ensuring their future well-being.

You may choose our Joint Special Issue in Behavioral Sciences.

Dr. Ermioni Katartzi
Prof. Dr. Thomas Kourtessis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • motor competence
  • physical activity
  • genetics
  • developmental disorders
  • developmental coordination disorder
  • motor learning
  • assessment tools

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Published Papers (5 papers)

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Research

14 pages, 286 KB  
Article
Tracing the Cognitive–Motor Connection: Prospective-Longitudinal Associations Between Early Parent–Toddler Literacy Activities and Subsequent Gross Motor Skills at School Entry
by Nairy Kazandjian, Kianoush Harandian, Marie-Michèle Dufour, Elena A. Chichinina, Michel Desmurget and Linda S. Pagani
Children 2025, 12(11), 1431; https://doi.org/10.3390/children12111431 - 23 Oct 2025
Viewed by 236
Abstract
Background/objectives: Early literacy is widely promoted, yet its broader developmental benefits remain underexamined regarding key indicators of brain development. This study examines whether early literacy exposure in toddlerhood predicts motor skill development at the end of kindergarten. Methods: Participants comprised 1006 [...] Read more.
Background/objectives: Early literacy is widely promoted, yet its broader developmental benefits remain underexamined regarding key indicators of brain development. This study examines whether early literacy exposure in toddlerhood predicts motor skill development at the end of kindergarten. Methods: Participants comprised 1006 boys and 991 girls from the Quebec Longitudinal Study of Child Development (QLSCD) birth cohort. Early literacy stimulation was measured at age 2 years using parent reports of frequency of shared reading, looking at books or comics, and pre-writing activities such as scribbling and tracing. At age 6 years, child motor development was assessed by trained examiners. Sex-stratified multiple regression models were examined, adjusting for pre-existing and concurrent child and family characteristics. Results: Early literacy stimulation was significantly associated with better motor control skills among girls (β = 0.10, p < 0.05). For boys, a non-significant positive trend was observed for both motor and locomotion skills. Conclusions: Our findings underscore the lasting influence of early literacy stimulation and subsequent motor skills—particularly for girls who may receive less gross motor encouragement than boys. As such, promoting literacy-rich environments in toddlerhood is a family strategy to support healthy, confident, and active youth development. Full article
(This article belongs to the Special Issue Physical and Motor Development in Children)
14 pages, 248 KB  
Article
Thinking, Feeling, and Moving in Kindergarten Children: How Motor Competence Shapes Executive Function Skills and Emotion Comprehension in Girls
by Elena A. Chichinina, Aleksander N. Veraksa, Olga V. Almazova and Linda S. Pagani
Children 2025, 12(10), 1381; https://doi.org/10.3390/children12101381 - 13 Oct 2025
Viewed by 313
Abstract
Background/Objectives: Increased screen time partially replaces social interaction, physical activity, and outdoor play in kindergarten children, leading to a risk of decreased cognitive, emotional, and motor skills. Children with high motor skills are more likely to have access to challenging joint activities [...] Read more.
Background/Objectives: Increased screen time partially replaces social interaction, physical activity, and outdoor play in kindergarten children, leading to a risk of decreased cognitive, emotional, and motor skills. Children with high motor skills are more likely to have access to challenging joint activities that promote their cognitive and emotional development. This study examines the moderating role of motor competence in the relationship between executive function skills and emotion comprehension. Methods: A sample of 220 kindergarten children (101 girls, 119 boys) completed the NEPSY-II subtests and the ‘Dimensional Change Card Sort’ tool for executive function skills assessment, the Movement Assessment Battery for Children—Second Edition (MABC-2) for motor competence, and the Test of Emotion Comprehension (TEC) for emotion comprehension. Executive function skills and motor competence were assessed when children were in their penultimate year of kindergarten (children were aged on average 5 years 10 months), and emotion comprehension was assessed one year later, when children were in their final year of kindergarten. When children were in their penultimate year of kindergarten, caregivers also reported on children’s passive and active screen time, maternal education, and family income, which were used as control variables. Results: For girls, motor competence moderated the relationship between cognitive flexibility and later emotion comprehension. High motor competence amplified this relationship (B = 0.171; SE = 0.066; 95% CI [0.041, 0.302]; p = 0.011). For boys, there were no significant moderation effects. Conclusions: High motor competence can improve emotion comprehension in kindergarten girls. Emotional development may benefit from effective shared motor interventions for children. Full article
(This article belongs to the Special Issue Physical and Motor Development in Children)
17 pages, 573 KB  
Article
Objective and Subjective Physical Activity Assessment in Adolescents with Motor Difficulties
by Ermioni Katartzi, Maria Kontou, Ioannis Pappas, Ioannis Trigonis and Thomas Kourtessis
Children 2025, 12(4), 488; https://doi.org/10.3390/children12040488 - 10 Apr 2025
Cited by 1 | Viewed by 853
Abstract
Background/Objectives: Motor difficulties due to developmental coordination disorder seem to exist in adolescence, affecting participation in physical activity. The purposes of the present study were, firstly, to identify motor difficulties and, secondly, to compare objective and subjective weekly physical activity between adolescents with [...] Read more.
Background/Objectives: Motor difficulties due to developmental coordination disorder seem to exist in adolescence, affecting participation in physical activity. The purposes of the present study were, firstly, to identify motor difficulties and, secondly, to compare objective and subjective weekly physical activity between adolescents with and without motor difficulties. Methods: Sixty-nine adolescents who attended secondary school, were screened for motor difficulties, using the Movement Assessment Battery for Children—Second Edition. Then, a motor difficulties group (n = 8) and a group of peers without motor difficulties (n = 7) were formed. Objective physical activity was assessed using Yamax Power Walker EX-510 pedometers (Yamax, Kumamoto, Japan) in a single school week throughout the day, while subjective weekly self-reported physical activity was assessed by the “Godin–Shephard” Leisure-Time Physical Activity Questionnaire in both groups. Results: Approximately 7.2% of adolescents denoted significant motor difficulty, and 5.8% suggested that adolescents were “at risk” of having a motor difficulty and monitoring was required. No statistically significant differences were found in objective weekly physical activity between the groups. However, the daily number of steps recorded in both groups was found to be lower than those suggested by literature for health benefits. Moreover, significant differences were shown in the subjective self-reported weekly physical activity regarding participation in high intensity and total weekly physical activity. Adolescents with motor difficulties indicated lower scores, although the majority of both groups could be characterized as active, with substantial benefits for their health. Conclusions: Although there is evidence that motor difficulties are prevalent in adolescence, physical activity participation seemed not to have been affected; however, subjective and objective assessment indicated different results. Thus, it is suggested a combination of both methods in assessing physical activity in adolescents with and without motor difficulties in order to provide more robust results. Full article
(This article belongs to the Special Issue Physical and Motor Development in Children)
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17 pages, 4562 KB  
Article
Physical Fitness Benchmarks for Preschool Children in South Korea: A Population-Based Study
by Moon-Yeon Oh and Jae-Ho Lee
Children 2025, 12(3), 361; https://doi.org/10.3390/children12030361 - 14 Mar 2025
Viewed by 1337
Abstract
Background: Physical fitness is vital for children’s development and future health. However, Asian preschool-aged populations lack robust physical fitness benchmarks. Objectives: This study aimed to establish age- and sex-specific physical fitness reference values for Korean preschool children and examine associations with [...] Read more.
Background: Physical fitness is vital for children’s development and future health. However, Asian preschool-aged populations lack robust physical fitness benchmarks. Objectives: This study aimed to establish age- and sex-specific physical fitness reference values for Korean preschool children and examine associations with anthropometric measures. Methods: A retrospective analysis of data from 36,118 children aged 3 to 6 years was conducted, using five physical fitness tests (Sit and Reach Test, V-Sit Endurance Test, Standing Long Jump, Single-Leg Stand, and 5-Meter Shuttle Run). Percentile curves were generated via Generalized Additive Models for Location, Scale, and Shape (GAMLSS). Relationships between fitness and anthropometric measures were analyzed with LOESS regression. Results: Girls outperformed boys in flexibility, endurance, and balance, while boys excelled in jumping power. Physical fitness improved with age, with performance peaking near average height and weight z-scores. Conclusions: This study provides the first large-scale reference standards for physical fitness in Korean preschoolers, facilitating early identification of fitness deficits and guiding interventions. Full article
(This article belongs to the Special Issue Physical and Motor Development in Children)
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10 pages, 1128 KB  
Article
Determinant Factors and Characteristics of Injuries Among Preschool Children in Public Daycare Centers
by Olga Kouli, Eleftheria Morela, Elissavet Papanikolaou, Antonis Dalakis, Maria Karageorgopoulou and Antonis Kambas
Children 2025, 12(2), 251; https://doi.org/10.3390/children12020251 - 19 Feb 2025
Viewed by 1252
Abstract
Background/Objective: Evidence suggests that preschool children experience significantly higher rates of injury-related mortality and disability compared to older age groups of children. However, there seems to be a lack of recorded data on unintentional injuries among preschoolers in public daycare centers in Greece. [...] Read more.
Background/Objective: Evidence suggests that preschool children experience significantly higher rates of injury-related mortality and disability compared to older age groups of children. However, there seems to be a lack of recorded data on unintentional injuries among preschoolers in public daycare centers in Greece. Therefore, the present study aims to identify determinant factors and characteristics of unintentional injuries among preschool children in public daycare centers. Methods: The sample consisted of 6 daycare centers in the Municipality of Xanthi in Greece, with 444 preschool children (M = 3.73 ± 0.47 years of age). Educators completed reports detailing the number and characteristics of unintentional injuries sustained and provided specific information about each. During the study (10 months), 351 injury reports were completed. Results: Frequency analyses showed that children who were most frequently injured were between 3.5 and 4 years old, while boys were more susceptible. The leading causes of injuries were falls and acute overload. Cuts and wounds were the most common type of injury, and the body part that was more frequently injured was the head. The majority of injuries occurred in classrooms during free play. Conclusions: The results highlight the need for injury prevention strategies in daycare centers, including modifications to play areas, increased supervision during free play, and educator training on risk reduction. Full article
(This article belongs to the Special Issue Physical and Motor Development in Children)
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