The primary purpose of this study was to examine whether grip strength is related to total muscle strength in children, adolescents, and young adults. The second purpose was to provide reference charts for grip strength, which could be used in the clinical and research setting. This cross-sectional study was performed at primary and secondary schools and the University of Applied Sciences. Three hundred and eighty-four healthy Dutch children, adolescents, and young adults at the age of 8 to 20 years participated. Isometric muscle strength was measured with a handheld dynamometer of four muscle groups (shoulder abductors, grip strength, hip flexors, and ankle dorsiflexors). Total muscle strength was a summing up of shoulder abductors, hip flexors, and ankle dorsiflexors. All physical therapists participated in a reliability study. The study was started when intratester and intertester reliability was high (Pearson correlation coefficient >0.8). Grip strength was strongly correlated with total muscle strength, with correlation coefficients between 0.736 and 0.890 (p < 0.01). However, the correlation was weaker when controlled for weight (0.485-0.564, p < 0.01). Grip strength is related to total muscle strength. This indicates, in the clinical setting, that grip strength can be used as a tool to have a rapid indication of someone's general muscle strength. The developed reference charts are suitable for evaluating muscle strength in children, adolescents, and young adults in clinical and research settings.
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.
The growing use of digital media has led to a society with plenty of new opportunities for knowledge exchange, communication and entertainment, but also less desirable effects like fake news or cybercrime. Several studies, however, have shown that children are less digital literate than expected. Digital literacy has consequently become a key part within the new national educational policy plans titled Curriculum.nu and the Dutch research and policy agendas. This research project is focused on the role the game sector can play in the development of digital literacy skills of children. In concrete, we want to understand the value of the use of digital literacy related educational games in the context of primary education. Taking into consideration that the childhood process of learning takes place through playing, several studies claim that the introduction of the use of technology at a young age should be done through play. Digital games seem a good fit but are themselves also part of digital media we want young people to be literate about. Furthermore, it needs to be taken into account that digital literacy of teachers can be limited as well. The interactive, structured nature of digital games offers potential here as they are less dependent on the support and guidance of an adult, but at the same time this puts even more emphasis on sensible game design to ensure the desired outcome. The question is, then, if and how digital games are best designed to foster the development of digital literacy skills. By harnessing the potential of educational games, a consortium of knowledge and practice partners aim to show how creating theoretical and practical insights about digital literacy and game design can aid the serious games industry to contribute to the societal challenges concerning contemporary literacy demands.
