Physical education interventions improve the fundamental movement skills in kindergarten: a systematic review and meta-analysis

Li, Bin; Liu, Jing; Ying, Binbin

doi:10.1590/fst.46721

Cited by 7 publications

(11 citation statements)

References 44 publications

(135 reference statements)

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“…Abundant scientific evidence confirms multiple benefits of practicing physical activity in school educational stages [67][68][69], including obtaining benefits in cognitive competence [70,71]. Gamification can be presented as a means to cause positive changes in the behavior of students by increasing the levels of physical activity and the emotional state, as well as favoring the attitude and motivation toward the practice of physical activity [72].…”

Section: Discussionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.

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Section: Discussionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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“…In turn, the practice of physical activity and sports throughout life depends to a large extent on the construction of movement during childhood, with the development of basic motor skills [9,10]. The development of motor skills provides a series of benefits for children since they are a prerequisite for participation in motor activities, which in turn strongly benefit health [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

et al. 2023

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Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

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“…In this task, the theme, components, scope, setting, and sequence of the programme of interventions were generated. These elements of IM require planning group input as well as researcher knowledge created within the wider research project [ 13 , 24 ] (unpublished data) and existing literature (what has and has not worked in the past) [ 11 , 46 , 47 ]. Within the initial focus groups (FG1P, FG1R, and FG1C), the second section of discussion centred around the key elements to inform Step 3.…”

Section: Methods and Results—six Stepsmentioning

confidence: 99%

Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach

et al. 2023

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The earlier in life that a child can begin mastering fundamental movement skills (FMS), the more positive their physical activity (PA) trajectories and health outcomes are. To achieve sufficient development in FMS, children must be guided with tuition and practice opportunities. Schools and educators provide an opportunity for interventions that improve health behaviours and outcomes for children. The aim of this study was to use intervention mapping (IM) to design a programme of school-based intervention to improve FMS for children aged 4–5 years old. Following the six steps of IM, with each step comprising three to five tasks that require the input of a planning group formed by key stakeholders, a programme of intervention was planned. Prior knowledge and primary and secondary evidence was used to support the development of the programme. A logic model of the problem as well as logic models of change, programme design, production, implementation, and evaluation were proposed or completed within the study. The results can be used to begin to implement an FMS-focussed intervention within school settings within England and propose a sustainable and realistic approach for helping children to develop FMS with the support of well-informed educators who are confident to deliver better FMS practice and PA opportunities.

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Physical education interventions improve the fundamental movement skills in kindergarten: a systematic review and meta-analysis

Cited by 7 publications

References 44 publications

Gamification in Physical Education: A Systematic Review

Gamification in Physical Education: A Systematic Review

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach

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