A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Abstract

Background Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral‐based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school‐based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Method Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer‐reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school‐based motor skill intervention with a randomized or case‐controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Results Twenty‐three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well‐being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Conclusions Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well‐being. Future research should include follow‐up measures to assess the longer term efficacy of school‐based interventions.

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

“…Findings of our study should also be interpreted in light of what has been reported in recently published systematic analyses on motor intervention programs for school-aged children [68,69]. In line with previous studies [37,70] designed to develop fine motor control in typically developing children aged 5-6 years, our study had a duration of 10 weeks.…”

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

“…Each session lasted approximately one hour for a total of two hours per week. The overall duration of the intervention (TOT = 20 h) in the present study is slightly higher than the median (M edian = 16 h) of the duration of the interventions reviewed by Eddy and colleagues [24]. Interventions were conducted from two occupational therapists with the support of two classroom teachers.…”

“…Previous research has shown that writing performance can be improved if FMS [23,24] and visual-perceptive abilities are strengthened [25]. At different ages, and in relation to different schooling orders, these factors occur as predictors of writing performance.…”

The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

“…As substantial numbers of children and adolescents are dropping out of sports [75], have a lack of recreational areas for physical activity near their homes, and rely mainly on motorized transportation [76,77], physical education in schools emerges as an essential subject for experiencing and developing health-promoting motor behaviors. Furthermore, a steady increase of studies has demonstrated that motor skills interventions implemented in school settings, outside a physical education setting but still teacher-led, can improve a variety of motor skills in children and adolescents [78]. This has proven especially effective for pupils with motor difficulties or at-risk levels of motor skill [79].…”