A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship

Stodden, David F.; Goodway, Jacqueline D.; Langendorfer, Stephen J.; Roberton, Mary Ann; Rudisill, Mary E.; García, Clersida; García, Luis Eugenio Valdés

doi:10.1080/00336297.2008.10483582

Cited by 1,704 publications

(2,664 citation statements)

References 39 publications

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“…In a reverse pathway, children with motor difficulties usually find simple motor tasks challenging, thus decreasing their PF development and associated GMC (Rivilis et al, 2011;Stodden et al, 2008). In general, individuals with low motor competence exhibit inferior overall PF levels than peers with higher motor competence (Cantell et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Children and adolescents who show minimal motor and physical competence to practice may believe themselves inadequate in regards to their peers with high motor competence, leading them to giving up participation (Cairney et al, 2006;Cantell et al, 2008). Thus, a serious negative participation cycle and hypoactivity tend to be established with implications for GMC problems in childhood and adolescence (Cantell et al, 2008;Stodden et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…It is important to highlight that the abovementioned GMC predictors are not the sole factors affecting performance in motor coordination tasks, but also the variety of other physical activities as well as participation in sports during childhood and adolescence (Stodden et al, 2008;Visser et al, 1998). Adequate amounts of physical activity and/or sport participation may improve motor coordination levels both in pre-pubertal and pubertal children (Stodden et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Adequate amounts of physical activity and/or sport participation may improve motor coordination levels both in pre-pubertal and pubertal children (Stodden et al, 2008). Differences in activities of daily living and/or daily chores of schoolchildren residing in different geographic, socio-economic and cultural contexts may also help explaining differences in the number of schoolchildren with motor coordination problems (Tsiotra et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Developmental and physical-fitness associations with gross motor coordination problems in Peruvian children

Chaves

Valdívia

Nevill

et al. 2016

Research in Developmental Disabilities

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Developmental and physical-fitness associations with gross motor coordination problems in Peruvian children

Chaves

Valdívia

Nevill

et al. 2016

Research in Developmental Disabilities

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“…In their conceptual model, Stodden et al (2008) alluded to a reciprocally and developmentally dynamic relationship between FMS competence and PA, influenced by related factors, including perceived motor skill competence, physical fitness, and obesity. In addition, Bouffard et al (1996) showed that low FMS competence at young age (6-9 years) negatively affects the time during which children socially interact with their peers.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

Bardid¹,

Deconinck

Descamps

et al. 2013

Research in Developmental Disabilities

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This version is available at https://strathprints.strath.ac.uk/58118/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the Strathprints administrator: strathprints@strath.ac.ukThe Strathprints institutional repository (https://strathprints.strath.ac.uk) is a digital archive of University of Strathclyde research outputs. It has been developed to disseminate open access research outputs, expose data about those outputs, and enable the management and persistent access to Strathclyde's intellectual output. AbstractThis study evaluated the effect of a 10-week fundamental motor skill programme in preschoolers with motor problems. Alongside the general effect of the intervention, we also explored possible gender differences and the role of the environmental context (living community, socio-economic status, and recreational space inside/outside the house). The intervention group (n = 47; 20 and 27 ) received twenty 60-min motor skill sessions (2 per week) in addition to the regular physical education curriculum for pre-schoolers; the control group (n = 46; 21 and 25 ) did not receive additional practice. General motor competence, and locomotor and object control subscales, were assessed before and after the intervention using the Test of Gross Motor Development 2 nd edition (TGMD-2). Data regarding environmental factors were gathered through a questionnaire. A Group x Gender x Time ANOVA revealed that the intervention group benefited significantly from the intervention and scored better than the control group at the post-test for general motor competence and both sub-categories (locomotor and object control skill). Moreover, the intervention programme was found to be effective in helping 49% of the intervention group to achieve an average motor skill level, according to the TGMD-2 norms, while a further decline in motor competence was observed in the control group. Interestingly, the effect appeared to be gender-specific, since object control skill improved only in girls of the intervention group.Considering the environmental context, none of the above-mentioned factors was found to have an influence on the effectiveness of the intervention. The present study highlights the need for an early motor skill programme with a gender-specific approach in order to help low skilled boys and girls master a diverse set of motor s...

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Gross Motor Development

Payne

Chang

2020

The Encyclopedia of Child and Adolescent Development

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Gross motor development is a significant part of overall human motor development. Gross movements are those generated from the action of large muscles or large muscle groups, as opposed to fine movements, which are produced via action of the small muscles or muscle groups. Development, in this context, refers to the changes experienced across time, as one matures, in the performance of these movements. When gross and fine movements are integrated, meaningful human movements are generated. Examples of important and developing gross movements of childhood include certain infant reflexes (e.g., walking and crawling reflexes), voluntary movements (e.g., crawling, rolling over), locomotor skills (e.g., running, skipping), and object control skills (e.g., throwing, kicking a ball).

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A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship

Cited by 1,704 publications

References 39 publications

Developmental and physical-fitness associations with gross motor coordination problems in Peruvian children

Developmental and physical-fitness associations with gross motor coordination problems in Peruvian children

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

Gross Motor Development

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