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Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and...
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Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and Physical Activity

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

Deadline for manuscript submissions: 1 January 2026 | Viewed by 6491

Special Issue Editor

Dr. Jakub S. Gąsior

E-Mail Website
Guest Editor
Department of Pediatric Cardiology and General Pediatrics, Medical University of Warsaw, 02-091 Warsaw, Poland
Interests: rehabilitation; gait; cerebral palsy; botulinum toxins; gait analysis; heart rate variability; developmental pediatrics; repeatability analysis; physiotherapy; rehabilitation medicine
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Fundamental Movement Skills (FMS), essential building blocks for more complex movements that are typically categorised into locomotor, object control, and stability skills, remain crucial for active play, physical activity, and sports, and contribute to broader developmental health contexts.

The number of studies published in the biomedical literature on FMS in children and adolescents, both healthy and with various diseases, has dramatically increased over the last decade.

The goal of this Special Issue is to bring together a collection of papers on the following areas:

  1. Assessment tools for FMS;
  2. Association between FMS, motor competence, and physical literacy;
  3. Association between FMS and health-related parameters, and finally;
  4. The effectiveness of FMS interventions and the effectiveness of interventions that improve FMS.

There are still research gaps in the mentioned areas.

We aim to collect a broad range of all kinds of manuscripts in the field of FMS in healthy children and paediatric patients with various diseases.

Dr. Jakub Gąsior
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 250 words) can be sent to the Editorial Office for assessment.

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

  • fundamental movement skills
  • motor competency
  • physical literacy
  • physical activity
  • physical fitness
  • movement disorders

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Published Papers (4 papers)

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Research

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18 pages, 517 KB  
Article
Computing and Evaluating Relationships Between Equal and Differential Factor Weighting for Fundamental Movement Skills and Physical Activity with Guided Active Play During Childhood
by Glory Madu, Victoria Kwong, Dusan Calic, Taylor Cleworth and Angelo Belcastro
Children 2025, 12(12), 1615; https://doi.org/10.3390/children12121615 - 27 Nov 2025
Viewed by 238
Abstract
Background/Objectives: The Test of Gross Motor Development (TGMD-2) totals assume equal weighting of the 12 locomotor (LOC) and object control (OC) skills, yet validation studies indicate differential contributions. The study compared equal- and differential-weighted scores for LOC and OC skills, with three fitness [...] Read more.
Background/Objectives: The Test of Gross Motor Development (TGMD-2) totals assume equal weighting of the 12 locomotor (LOC) and object control (OC) skills, yet validation studies indicate differential contributions. The study compared equal- and differential-weighted scores for LOC and OC skills, with three fitness and two physical activity (PA) outputs during guided active play (GAP). Methods: Children’s (n = 82; 7.6 ± 1.5 years) TGMD-2 LOC and OC differential factor weights were estimated with Exploratory Factor Analysis (EFA) and compared to equal weights with multiple linear regression (two, five, and eight predictors) and Chi-square analyses. Predictor variables included fitness, BMI, sex, age stages, and PA assessed by energy expenditure (PAEE) and intensity (MVPA) estimated using accelerometry during 1 h GAP. Results: EFA supported a two-factor structure (variance explained = 51.1%) with ≥0.500 loadings for 9/12 skills. Differential- and equal-weighted LOC and OC scores showed varied contributions from individual skills. Multiple linear regression analysis showed similar explained variances (R2) of 53% (PAEE), 40% (MVPA), 31% (OC), and 14% (LOC) for equal or differential scores with eight predictors. Although β coefficients varied, going from two, five, and eight predictors, the impact of equal and differential weights was comparable. Chi-square analysis indicated high OC associated with MVPA (X2 (4) = 9.42, p ≤ 0.05), LP, and STR with PAEE. Conclusions: TGMD-2 outputs with equal- and differential-weighted scores are adequate for clinical/educational use, which show similar relationships with PA and HRF variables. Differential-weighted TGMD-2 scores comprise different contributions of movement skills and may hold promise for intervention studies focused on varied or target tasks and movement abilities. Full article
(This article belongs to the Special Issue Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and Physical Activity)
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16 pages, 424 KB  
Article
Mini-Trampoline Training Enhances Executive Functions and Motor Skills in Preschoolers
by Mohamed Amine Ltifi, Yosser Cherni, Elena Adelina Panaet, Cristina Ioana Alexe, Helmi Ben Saad, Ana Maria Vulpe, Dan Iulian Alexe and Mohamed-Souhaiel Chelly
Children 2025, 12(10), 1405; https://doi.org/10.3390/children12101405 - 17 Oct 2025
Cited by 1 | Viewed by 1164
Abstract
Background: Early childhood is crucial for motor and cognitive development, with physical activity playing a key role. Mini-trampoline exercises may offer an effective approach to enhance these domains. Methods: This study assessed the effects of a mini-trampoline program on executive functions [...] Read more.
Background: Early childhood is crucial for motor and cognitive development, with physical activity playing a key role. Mini-trampoline exercises may offer an effective approach to enhance these domains. Methods: This study assessed the effects of a mini-trampoline program on executive functions and motor skills in Tunisian preschoolers. Fifty-four children (age 3.87 ± 0.47 years) participated in a 12-week intervention, divided into a control group (n = 27), following standard activities, and an experimental group (n = 27), engaging in mini-trampoline exercises. Pre- and post-tests measured motor skills like postural steadiness, balance, and coordination, as well as cognitive functions, including working memory (WM) and inhibition. Results: Significant improvements were observed in the experimental group for functional mobility, postural steadiness, lower body strength, and inhibition (p < 0.001), whereas the control group showed minimal changes. ANOVA revealed no significant group × time effects, except for a trend in postural steadiness (p = 0.062), suggesting a potential benefit of the intervention. Conclusions: These findings highlight the potential of mini-trampoline exercises to enhance motor skills and specific executive functions in preschoolers, supporting their overall development. Full article
(This article belongs to the Special Issue Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and Physical Activity)
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14 pages, 510 KB  
Article
The Role of Fundamental Movement Skills and Health-Related Fitness on Physical Activity During Guided Active Play for 8- to 10-Year-Old Children
by Glory Madu, Victoria Kwong, Dusan Calic, Taylor Cleworth and Angelo Belcastro
Children 2025, 12(6), 805; https://doi.org/10.3390/children12060805 - 19 Jun 2025
Cited by 1 | Viewed by 1067
Abstract
Background: Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with cooperative games provides sufficient moderate-to-vigorous physical activity (MVPA) to improve motor competence for [...] Read more.
Background: Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with cooperative games provides sufficient moderate-to-vigorous physical activity (MVPA) to improve motor competence for younger children. Whether guided active play exhibits physical activity outputs that are related to motor competence is uncertain. This study assessed the strength of relationships between play-based physical activity and movement skills by comparing linear regression and chi-square analyses. Methods: Forty-two children (Mage = 8.8 ± 0.8 years) participated in a community center program. PA was measured via accelerometry for GAP, alongside assessments of anthropometrics, fitness (leg power, strength, VO2max), and FMS (Test of Gross Motor Development-2). Multiple linear regression analysis examined reciprocal relationships. Chi-square and cross-tabulations analyzed categorical variables based on lab percentiles (low < 33%, high > 66%) for PA energy expenditure (PAEE), intensity (MVPA), FMS, and fitness. Results: GAP MVPA and object control skills (OC) showed positive reciprocal pathways (β = 0.308, β = 0.394; p ≤ 0.05). VO2max predicted MVPA (β = 0.408; p < 0.01), with leg power related to PAEE (β = 0.456; p ≤ 0.01). Chi-square analysis revealed significant associations between high OC skills and high PAEE (X2 = 15.12, p ≤ 0.05), and high individual average scores of OC with high MVPA (X2 = 11.90, p < 0.05. The high performance of AP and LP was associated with MVPA and PAEE, respectively. Conclusions: Findings support a positive feedback loop between MVPA and OC skills for GAP. GAP is an effective strategy for program interventions for children 8 to 10-year old. Full article
(This article belongs to the Special Issue Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and Physical Activity)
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Review

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21 pages, 756 KB  
Review
Fundamental Movement/Motor Skills as an Important Component of Physical Literacy and Bridge to Physical Activity: A Scoping Review
by Tomasz Piotrowski, Hubert Makaruk, Edyta Tekień, Wojciech Feleszko, Maciej Kołodziej, Katarzyna Albrecht, Krystyna Grela, Robert Makuch, Bożena Werner and Jakub S. Gąsior
Children 2025, 12(10), 1406; https://doi.org/10.3390/children12101406 - 17 Oct 2025
Viewed by 3495
Abstract
Background: Movement is crucial for human development, particularly during childhood. Fundamental movement skills (FMSs) are essential movement patterns that support physical, cognitive, and social development. Recent studies indicate an alarming worldwide decline in FMS acquisition, potentially impacting children’s long-term physical fitness and health. [...] Read more.
Background: Movement is crucial for human development, particularly during childhood. Fundamental movement skills (FMSs) are essential movement patterns that support physical, cognitive, and social development. Recent studies indicate an alarming worldwide decline in FMS acquisition, potentially impacting children’s long-term physical fitness and health. This scoping review explored FMSs, their relationship to motor competence and physical literacy, associations with physical activity and fitness, assessment methods, and effective interventions. Methods: A comprehensive literature review was conducted using the PubMed, Web of Science, and Cumulative Index to Nursing and Allied Health Literature databases. The search utilized key phrases related to FMSs, motor competence, and physical literacy. Initially, 2251 publications were identified. Results: After rigorous screening, 95 English-language literature reviews and meta-analyses focusing on FMSs in healthy children were selected for detailed analysis. The accepted publications were categorized into five thematic areas: FMSs and motor development (11 publications), conceptual terms in FMS context (8 publications), relationships between FMSs and other parameters (15 publications), FMS assessment tools (14 publications), and intervention effects on FMSs (47 publications). Conclusions: Effective FMS acquisition requires collaborative interventions involving teachers, parents, sports professionals, and healthcare providers. Future research should focus on developing standardized assessment tools, interpreting FMSs as part of physical literacy to understand their association with PA level and design efficient intervention strategies. Full article
(This article belongs to the Special Issue Fundamental Movement/Motor Skills—the Bridging Element Between Motor Development Milestones and Physical Activity)
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