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Children
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Movement Behaviors and Motor Skills in Early Years Children
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Movement Behaviors and Motor Skills in Early Years Children

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

Deadline for manuscript submissions: 5 October 2024 | Viewed by 6693

Special Issue Editor

Dr. Dan Jones

E-Mail Website
Guest Editor
School of Health and Life Sciences, Teesside University, Middlesbrough TS1 3BX, UK
Interests: maternal and infant health; physical activity; children; exercise; overweight

Special Issue Information

Dear Colleagues,

Movement behaviours (sleep, sedentary behaviour, and physical activity) have been extensively associated with fitness, adiposity, and motor skills in children, and motor skills have been correlated with a number of early childhood outcomes, including physical activity levels, academic achievement, and school readiness. It is evident that movement behaviours and the development of motor skills are crucial in early childhood. This Special Issue aims to publish a wide range of evidence concerning movement behaviours and motor skills, including, but not limited to, the following:

  • The current levels of movement behaviours and motor skills in early-years children;
  • The benefits associated with movement behaviours and motor skills;
  • Intervention studies;
  • Measurement feasibility/validity studies;
  • Qualitative studies from a parent, child, and education provider perspective;
  • Reviews of movement behaviours and motor skills;
  • Context and impact of sedentary time.

Dr. Dan Jones
Guest Editor

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.

Published Papers (4 papers)

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Research

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19 pages, 1580 KiB  
Article
A Model for Effective Learning in Competition: A Pedagogical Tool to Enhance Enjoyment and Perceptions of Competency in Physical Education Lessons for Young Children
by Neil Castle and Kristy Howells
Children 2024, 11(1), 111; https://doi.org/10.3390/children11010111 - 17 Jan 2024
Viewed by 1250
Abstract
To date, little research on competition has focused on young children (6–7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook [...] Read more.
To date, little research on competition has focused on young children (6–7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook the same activities in both lessons. The experimental group did likewise but were set high-, low-, or mid-level targets in lesson two based on individual scores from lesson one. The children completed a post-session questionnaire to assess (i) enjoyment levels and (ii) which activity they perceived they performed best in. The results found that children both improved and enjoyed the lesson most when low- or mid-level targets were set. Indeed, when targets were absent (in the control group), children’s competency scores regressed. Likewise, children perceived that they performed best in the activity where lower targets were set. Their perceived competency included both tangible and intangible reasons. From these results, it is recommended that for practitioners working with 6–7-year-old children, the most effective learning in competition uses individualised and competitive targets and challenges as a means to garner greater enjoyment in PE. Understanding each child’s self-efficacy and motivation is key, which requires ongoing evaluation and assessment during PE lessons. Full article
(This article belongs to the Special Issue Movement Behaviors and Motor Skills in Early Years Children)
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12 pages, 553 KiB  
Article
Motor Coordination in Primary School Students: The Role of Age, Sex, and Physical Activity Participation in Turkey
by Tulay Canli, Umut Canli, Cuneyt Taskin and Monira I. Aldhahi
Children 2023, 10(9), 1524; https://doi.org/10.3390/children10091524 - 08 Sep 2023
Cited by 1 | Viewed by 936
Abstract
Motor coordination (MC) is an essential skill underpinning precise and controlled movements, contributing significantly to daily functioning and overall performance. The developmental trajectory of MC in children is intricately shaped by a spectrum of factors encompassing age, gender, and physical activity engagement. Delving [...] Read more.
Motor coordination (MC) is an essential skill underpinning precise and controlled movements, contributing significantly to daily functioning and overall performance. The developmental trajectory of MC in children is intricately shaped by a spectrum of factors encompassing age, gender, and physical activity engagement. Delving into the complex interrelation of these variables holds the potential to unravel nuanced developmental trends and offer targeted avenues for interventions aimed at augmenting motor proficiency in the pediatric population. This study aimed to assess the differences in MC of primary school students based on sex, age, and physical activity participation (PAP). A total of 848 students from public primary schools, aged between 6–9 years, including 412 boys and 436 girls. The MC was measured using Körperkoordinationstest für Kinder (KTK3+) test battery, which included Jumping sideways (JS), Balancing backward (BB), Moving sideways (MS), and Eye–Hand Coordination (EHC). One-way multivariate analysis of variance (MANOVA) was used to determine the binary and triple interactions of sex, age, and PAP variables on the MC parameters of the participants. The study revealed that boys aged 6–9 had higher scores than girls on eye–hand coordination (EHC) (p < 0.02). No significant gender-related differences in balancing backward (BB), jumping sideways (JS), and moving sideways (MS) were found. When the subtests of KTK3+ were compared by age, a significant difference was observed between the groups in all subtests (p < 0.05). With respect to PAP, students with PAP had a significant advantage in all subtests of the KTK3+ (p < 0.05). The double co-effects or triple co-effects of age, sex, and PAP parameters do not influence the KTK parameters. This study presents evidence supporting sex differences in the motor skills of children within this age range and highlights the potential impact of age and physical activity on motor development. Full article
(This article belongs to the Special Issue Movement Behaviors and Motor Skills in Early Years Children)
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36 pages, 9597 KiB  
Article
Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach
by Alexandra Patricia Dobell, Mark A. Faghy, Andy Pringle and Clare M. P. Roscoe
Children 2023, 10(6), 1004; https://doi.org/10.3390/children10061004 - 02 Jun 2023
Cited by 1 | Viewed by 2549
Abstract
The earlier in life that a child can begin mastering fundamental movement skills (FMS), the more positive their physical activity (PA) trajectories and health outcomes are. To achieve sufficient development in FMS, children must be guided with tuition and practice opportunities. Schools and [...] Read more.
The earlier in life that a child can begin mastering fundamental movement skills (FMS), the more positive their physical activity (PA) trajectories and health outcomes are. To achieve sufficient development in FMS, children must be guided with tuition and practice opportunities. Schools and educators provide an opportunity for interventions that improve health behaviours and outcomes for children. The aim of this study was to use intervention mapping (IM) to design a programme of school-based intervention to improve FMS for children aged 4–5 years old. Following the six steps of IM, with each step comprising three to five tasks that require the input of a planning group formed by key stakeholders, a programme of intervention was planned. Prior knowledge and primary and secondary evidence was used to support the development of the programme. A logic model of the problem as well as logic models of change, programme design, production, implementation, and evaluation were proposed or completed within the study. The results can be used to begin to implement an FMS-focussed intervention within school settings within England and propose a sustainable and realistic approach for helping children to develop FMS with the support of well-informed educators who are confident to deliver better FMS practice and PA opportunities. Full article
(This article belongs to the Special Issue Movement Behaviors and Motor Skills in Early Years Children)
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12 pages, 568 KiB  
Study Protocol
Effects of Combined Movement and Storytelling Intervention on Fundamental Motor Skills, Language Development and Physical Activity Level in Children Aged 3 to 6 Years: Study Protocol for a Randomized Controlled Trial
by Rodrigo Vargas-Vitoria, César Faúndez-Casanova, Alberto Cruz-Flores, Jordan Hernandez-Martinez, Stefany Jarpa-Preisler, Natalia Villar-Cavieres, María Teresa González-Muzzio, Lorena Garrido-González, Jorge Flández-Valderrama and Pablo Valdés-Badilla
Children 2023, 10(9), 1530; https://doi.org/10.3390/children10091530 - 09 Sep 2023
Cited by 2 | Viewed by 1451
Abstract
This study protocol aims to analyze and compare the effects of combined movement and storytelling intervention (CMSI) on fundamental motor skills (locomotor skills and object control), language development (language comprehension, language expression, vocabulary and language description), and physical activity levels (light intensity, moderate-to-vigorous [...] Read more.
This study protocol aims to analyze and compare the effects of combined movement and storytelling intervention (CMSI) on fundamental motor skills (locomotor skills and object control), language development (language comprehension, language expression, vocabulary and language description), and physical activity levels (light intensity, moderate-to-vigorous intensity and sedentary time) in children aged 3 to 6 years. The sample will consist of 144 children from 12 class groups, randomly assigned to 3 experimental groups (n = 72 children) and 3 control groups (n = 72 children), belonging to 4 class groups of upper-middle-level classes (2 experimental and 2 control; 3 to 4 years), 4 transition level 1 classes (2 experimental and 2 control; 4 to 5 years) and 4 transition level 2 classes (2 experimental and 2 control; 5 to 6 years). The experimental groups will perform CMSI for 3 sessions per week (40 min per session) over 12 weeks (using one motor story per week), while the control groups will not receive any treatment. The main outcome will provide information about fundamental motor skills, language development, and physical activity levels. Our hypothesis indicates that CMSI has the potential to generate significant increases in selected assessments. If this intervention proves to be beneficial, it could contribute to preschool and school curricula. Full article
(This article belongs to the Special Issue Movement Behaviors and Motor Skills in Early Years Children)
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