The aim of this systematic review was to provide an overview of the effectiveness of fundamental movement skill interventions in young children (2–5 years) and to identify elements that determine the effectiveness of these interventions. A systematic literature search was conducted in four electronic databases (PubMed, Academic Search Complete, Education Resources Information Centre and SPORTDiscus). First, intervention-related data (e.g., intervention length, volume, focus, and content) were extracted. Next, the methodological quality and risk of bias of the selected studies were evaluated using a 10-item checklist. Sixteen studies (13 randomised controlled trials and 3 controlled trials) met the inclusion criteria of which 9 had a high methodological quality. Fourteen studies reported statistically significant intervention effects, ranging from small negative to very strong positive effects. Four studies executed a retention test of which two showed positive effects. Elements that influence the effectiveness are: incorporating all fundamental movement skills in the intervention with a variety of activities; combining deliberate practice and deliberate play; the intervention length; the intervention volume and; providing a training programme with coaching during the intervention for the professional involved in delivering the intervention. However more studies containing retention tests are needed.
DOCUMENT
This dissertation describes the dynamics of motor competence (MC) development from early childhood (EC) to middle childhood (MCD). Being motor competent in early childhood creates a window of opportunity for taking part in physical activities later in childhood and adulthood. However, there is a worrying trend in MC development during childhood. This trend shows that, last decades, children struggle more with executing fundamental movement skills (e.g., hopping, dribbling, balancing, throwing and catching) and that general motor fitness levels of children are decreasing. A delay in MC development during childhood has a negative impact on the general health status later in life. Therefore, it is important to support young children to develop their MC. The main research question of this dissertation was: How can motor competence be promoted as efficient and effective as possible in early childhood by sport professionals? Chapter 2 showed that MC development from early to middle childhood proceeds with variation. The majority of the children had a stable ‘normal’ or increasing ‘high’ development of MC over time. However, a concerning level of 18.2% of the young children showed an undesirable pattern (i.e., a negative course of motor development over time and a ‘low’ MQ score during the final measurement) of MC development as they grow older. Chapters 3 and 4 showed that characteristics of the social and physical home environment and direct living environment were associated with MC disparities during early childhood. Both parenting practices and parental PA-involved behaviours were relevant modifiable factors. For example, stronger parental active transportation routines and PA parental practices decreased the odds of a lower MC. Also, the presence of a home garden decreased the likelihood of children being classified as low motor competent. With regard to gender differences, girls showed lower levels of MC compared to boys. Special attention should also be paid to obese children as they experience less enjoyment of PA compared with normal weighted peers (chapter 3). Excessive body weight is also a risk factor associated with an undesirable MC development, just like lack of sports participation (chapter 5). Intervention strategies (chapter 6) incorporating all fundamental movement skills with a great variety of activities for at least 3 to 4 times a week seem to be most effective to stimulate MC development. Methodological and didactical aspects like deliberate practice and play should be implemented together with training and coaching sessions for sport professionals to increase the effectiveness of the interventions. With respect to the efficiency of promoting MC development, policy makers and sport professionals should pay more attention on early childhood and especially focus on those children at risk for a delay in MC development. So, overweighted children and children not participating in organized sports should be given more attention by sport professionals. Additionally, the effectiveness of MC interventions can be increased by making use of the home environment, childcare context and school context of young children. Sport professionals can act as connectors between parents, school, and sports clubs.
DOCUMENT
The main aim of this study was to evaluate a new combination of test items on its practical use as a tool for determining the fundamental movement skills performance in 6- to 10-year old primary school children. This combination of tests should cover the different aspects of fundamental movement skills (i.e., locomotion, balance and object control), measure performance levels within the broad spectrum of this age range in both boys and girls and be able to detect the existing performance differences between ages. For this purpose, 1121 primary school children (6–10 years) were assessed during their regular PE class using three test items of the Korper Köordinations Test für Kinder (KTK-3), i.e., walking backwards (WB), moving sideways (MS), jumping sideways (JS), and an eye hand coordination test item (EHC). Univariate General Linear Model analyses were used to evaluate main and interaction effects of sex and age on the test outcomes. Pearson 's correlation coefficients were calculated to confirm the different constructs measured by the four test items. Moreover, in line with previous studies the raw scores were converted into movement quotients (i.e., MQKTK−3 and MQKTK−3+EHC) to classify the children 's performance level. Accordingly, percentage of agreement and Cohen 's kappa between both classifications was determined to gain insight in the influence of the addition of the EHC to the KTK-3. Significant effects for sex and age were found. Girls outperformed boys on WB and boys outperformed girls on EHC (P < 0.05). On all test items children of a certain age group scored better than their 1-year younger peers, except at WB between 10- and the 8- and 9-year olds and at MS and JS between 10-year olds and 9-year olds. Moderate positive associations between the test items were found (P < 0.05). An 80.8% agreement of classification of children was found based on the MQKTK−3 or the MQKTK−3+EHC [Cohen 's kappa 0.59 (P < 0.001)]. Consequently, The KTK-3+EHC appears to adequately cover different aspects of the fundamental movement skills. It provides practitioners a tool that can objectively assess the broad performance spectrum within young children in applied settings, which better meets children 's individual developmental needs. https://doi.org/10.3389/feduc.2018.00075
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