BackgroundThe closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children’s motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts).MethodsA total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 – 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA’s were used to analyse our data.ResultsNo significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns.ConclusionsThe COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children’s motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.
MULTIFILE
Objective. Clinicians may use implicit or explicit motor learning approaches to facilitatemotor learning of patients with stroke. Implicit motor learning approaches have shown promising results in healthy populations. The purpose of this study was to assess whether an implicit motor learning walking intervention is more effective compared with an explicit motor learning walking intervention delivered at home regarding walking speed in people after stroke in the chronic phase of recovery. Methods. This randomized, controlled, single-blind trial was conducted in the home environment. The 79 participants, who were in the chronic phase after stroke (age = 66.4 [SD = 11.0] years; time poststroke = 70.1 [SD = 64.3] months; walking speed = 0.7 [SD = 0.3] m/s; Berg Balance Scale score = 44.5 [SD = 9.5]), were randomly assigned to an implicit (n = 38) or explicit (n = 41) group. Analogy learning was used as the implicit motor learning walking intervention, whereas the explicit motor learning walking intervention consisted of detailed verbal instructions. Both groups received 9 training sessions (30 minutes each), for a period of 3 weeks, targeted at improving quality of walking. The primary outcome was walking speed measured by the 10-MeterWalk Test at a comfortable walking pace. Outcomes were assessed at baseline, immediately after intervention, and 1 month postintervention. Results. No statistically or clinically relevant differences between groups were obtained postintervention (between-group difference was estimated at 0.02 m/s [95% CI = −0.04 to 0.08] and at follow-up (between-group difference estimated at −0.02 m/s [95% CI = −0.09 to 0.05]). Conclusion. Implicit motor learning was not superior to explicit motor learning to improve walking speed in people after stroke in the chronic phase of recovery. Impact. To our knowledge, this is the first study to examine the effects of implicit compared with explicit motor learning on a functional task in people after stroke. Results indicate that physical therapists can use (tailored) implicit and explicit motor learning strategies to improve walking speed in people after stroke who are in the chronic phase of recovery.
Objective : The first aim of this study was to determine whether adolescents with asymptomatic Generalized Joint Hypermobility (GJH) have a lower level of physical functioning (physical activity level, muscle strength and performance) compared to non-hypermobile controls. Secondly, to evaluate whether the negative impact of perceived harmfulness on physical functioning was more pronounced in adolescents with asymptomatic GJH. Methods : Cross-sectional study. Sixty-two healthy adolescents (mean age 16.8, range 12-21) participated. Hypermobility (Beighton score), perceived harmfulness (PHODA-youth) and muscle strength (dynamometry), motor performance (Single-Leg-Hop-for-Distance) and physical activity level (PAL) (accelerometry) were measured. Hierarchical regression analyses were used to study differences in physical functioning and perceived harmfulness between asymptomatic GJH and non-hypermobile controls. Results : Asymptomatic GJH was associated with increased knee extensor muscle strength (peak torque/body weight; PT/BW), controlled for age and gender (dominant leg; ß = 0.29; p = .02). No other associations between asymptomatic GJH and muscle strength, motor performance and PAL were found. Perceived harmfulness was not more pronounced in adolescents with asymptomatic GJH. Conclusions : Adolescents with asymptomatic GJH had increased knee extensor muscle strength compared to non-hypermobile controls. No other differences in the level of physical functioning was found and the negative impact of perceived harmfulness was not more pronounced in adolescents with asymptomatic GJH.
Voldoende bewegen, genoeg slapen en de hoeveelheid zitten en beeldschermgedrag beperken is een vereiste voor een gezonde groei en ontwikkeling van jonge kinderen. Daarnaast wordt in de jongste levensfase de basis gelegd een leven lang bewegen door de ontwikkeling van motorische vaardigheden en het aanleren van actieve beweegroutines. De afgelopen jaren zijn de beweegpatronen van (jonge) kinderen steeds ongezonder geworden en de WHO heeft de toenemende fysieke inactiviteit wereldwijd bestempeld als een urgent probleem. Het doel van dit project is het ontwikkelen van een tool (checklist) om via een ‘whole systems approach’ een gezond 24-uurs beweeggedrag te stimuleren voor kinderen van 0 tot 6 jaar. Deze tool, bedoeld voor meerdere stakeholders zoals gemeenten, kinderopvang- en schooldirecteuren of leerkrachten en pedagogisch professionals, kan de basis vormen voor bewustwording, het ondernemen van actie, toetsing en mogelijk wet- en regelgeving. Items op de checklist zullen onder andere gericht zijn op beleid, scholing van leerkrachten en pedagogisch professionals, interactievaardigheden en de fysieke omgeving. De voorgestelde samenwerking tussen kennispartners in Nederland, Noorwegen en België in combinatie met de adviesraad zorgt voor een unieke basis om de ontwikkeling, implementatie, duurzame inzet en borging van deze tool succesvol te laten verlopen. Het project sluit daarbij ook naadloos aan bij de opgestelde landelijke kennisagenda rondom ‘van jongs af aan vaardig in beweging’ en is in lijn met de Europese onderzoek en innovatieagenda van Horizon Europe 2025-2027. De krachtige internationale netwerkvorming voorziet in een duurzaam karakter door een inhoudelijke expertise matching waarin partners van elkaar kunnen leren en hierdoor een sterke wisselwerking kan plaatsvinden, waarmee een krachtige (inter)nationale positie op het gebied van gezond, actief opgroeien van jonge kinderen kan worden ingenomen. Daarnaast heeft de (kennis)netwerkvorming een positieve weerslag op de regionale ‘twee-snelheden-uitdaging’ waarmee de Brainportregio kampt door een sterke internationale instroom van kenniswerkers.
