BackgroundProficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills.ObjectiveThe objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children.MethodSearches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2–6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project—Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMDbetween) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System).ResultsThirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3–5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMDbetween 0.46), OCS (SMDbetween 1.36), and LMS (SMDbetween 0.94). Our certainty in the treatment estimates based on GRADE is very low.ConclusionsAlthough there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up.Electronic supplementary materialThe online version of this article (doi:10.1007/s40279-017-0723-1) contains supplementary material, which is available to authorized users.

Wick, K, Kriemler, S, and Granacher, U. Effects of a strength-dominated exercise program on physical fitness and cognitive performance in preschool children. J Strength Cond Res 35(4): 983–990, 2021—Childhood is characterized by high neuroplasticity that affords qualitative rather than quantitative components of physical activity to maximize the potential to sufficiently develop motor skills and foster long-term engagement in regular physical activity. This study examined the effects of an integrative strength-dominated exercise program on measures of physical fitness and cognitive performance in preschool children. Children aged 4–6 years from 3 kindergartens were randomized into an intervention (INT) group (n = 32) or a control group (n = 22). The 10-week intervention period was conducted 3 times per week (each session lasted 30 minutes) and included exercises for the promotion of muscle strength and power, coordination, and balance. Pre and post training, tests were conducted for the assessment of muscle strength (i.e., handgrip strength), muscle power (i.e., standing long jump), balance (i.e., timed single-leg stand), coordination (hopping on right/left leg), and attentional span (i.e., “Konzentrations-Handlungsverfahren für Vorschulkinder” [concentration-action procedure for preschoolers]). Results from 2 × 2 repeated-measures analysis of covariance revealed a significant (p ≤ 0.05) and near significant (p = 0.051) group × time interaction for the standing long jump test and the Konzentrations-Handlungsverfahren. Post hoc tests showed significant pre-post changes for the INT (p < 0.001; d = 1.53) but not the CON (p = 0.72; d = 0.83). Our results indicate that a 10-week strength-dominated exercise program increased jump performance with a concomitant trend toward improvements in attentional capacity of preschool children. Thus, we recommend implementing this type of exercise program for preschoolers.