This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3–5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

4 5Objectives: To examine associations between fundamental movement skills and weekday 6 and weekend physical activity among preschool children living in deprived communities. 7Design: Cross-sectional observation study. 8 Methods:Six locomotor skills and 6 object-control skills were video-assessed using The 9Children's Activity and Movement in Preschool Study Motor Skills Protocol. Physical activity 10 was measured via hip-mounted accelerometry. A total of 99 children (53% boys) aged 3-5 11 years (M 4.6, SD 0.5) completed all assessments. Multilevel mixed regression models were 12 used to examine associations between fundamental movement skills and physical activity. 13Models were adjusted for clustering, age, sex, standardised body mass index and 14 accelerometer wear time. 15Results: Boys were more active than girls and had higher object-control skill competency. 16Total skill score was positively associated with weekend moderate-to-vigorous physical 17 activity (p=0.034) but not weekday physical activity categories (p>0.05). When subdomains 18 of skills were examined, object-control skills was positively associated with light physical 19 activity on weekdays (p=0.008) and with light (p=0.033), moderate-to-vigorous (p=0.028) 20and light-and moderate-to-vigorous (p=0.008) physical activity at weekends. Locomotor skill 21 competency was positively associated with moderate-to-vigorous physical activity on 22 weekdays (p=0.016) and light physical activity during the weekend (p=0.035). 23 Conclusions:The findings suggest that developing competence in both locomotor and 24 object-control skills may be an important element in promoting an active lifestyle in young 25 children during weekdays and at weekends. 26 27

Background: There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. Methods: SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, NorthWest England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will

This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children's Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

Physical literacy (PL) as a concept is important in developing lifelong physical activity; however, there is little research exploring how PL can be developed during the preschool years. This two-phase qualitative study sought the insights of academics/expert practitioners and preschool staff towards PL in order to inform the design of future preschool PL interventions. Phase One comprised of nine semi-structured interviews with experts in the field of children’s physical activity and/or PL. Interview topics included perspectives on the concept of PL and recommendations for interventions targeted at improving preschool PL. Phase Two consisted of focus groups with practitioners from four local children’s centres. Focus groups explored perspectives on the feasibility and acceptability of proposed PL interventions. Interviews and focus groups were analysed by thematic analysis and means of representation, respectively. Findings revealed that whilst there was limited understanding about the concept of PL among preschool educators, knowledge of child development was evident and that all participants agreed that there was a need for further training for practitioners. Perceived barriers to promoting PL noted by practitioners included funding, policy, curricular priorities, parental opinions, and the preschool environment. It was recommended that interventions should be: (i) designed using a participatory approach including all key stakeholders, (ii) conducted over the long term, and (iii) incorporate opportunities for children to engage in free and outdoor play. Furthermore, any intervention should be flexible to allow for variation between children’s centres, aligned to current policy/children’s centre targets and provide training and resources in order to overcome perceived barriers.