Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

Flôres, Fábio Saraiva; Rodrigues, Luís Paulo; Copetti, Fernando; Lopes, Frederico; Cordovil, Rita

doi:10.1177/0031512519829271

Cited by 51 publications

(51 citation statements)

References 104 publications

(136 reference statements)

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“…In this sense, MC interventions in preschool children are effective, whether proposed in the short or long term (4–8 weeks) or ≥6 months, respectively) [ 33 , 34 , 35 , 36 , 37 , 38 ]. Therefore, for preschool children to be physically competent and for the RAE to not exist, or be diminished, PE classes must be considered as privileged learning environments for the acquisition of the MC [ 39 , 40 ].…”

Section: Introductionmentioning

confidence: 99%

Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

et al. 2021

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The purpose of the study was to find out whether a short 6-week intervention on motor competence can reduce the Relative Age Effect (RAE) of preschool children born in the first quarter, compared to those born in the fourth quarter of the same year. Seventy-six preschool children (5.20 ± 0.54 years) from Lugo (Spain) participated. A quasi-experimental pre-post-test design was used with an intervention group (n = 32) and a control group (n = 44). The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data before and after the intervention. The data show that, before the intervention, there are significant differences between the control and the intervention group in favor of the former (born in the first quarter of the year) in manual dexterity (p = 0.011), balance (p = 0.002), total test score (p = 0.008), and total percentile score (p = 0.010). After the application of the specific intervention, statistically significant differences were found in aiming and catching (p < 0.001), balance (p = 0.022), total test score (p = 0.001), and total percentile score (p < 0.001) in favor of the intervention group (born in the last quarter of the year). The results obtained suggest that the application of a specific intervention on MC could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

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Section: Introductionmentioning

confidence: 99%

Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

et al. 2021

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“…According to Gibson [ 30 ], affordances are opportunities for an individual’s functioning that are only understood by the person to make a person–environment fit. Thus, places, objects, events, and surfaces of environments afford different functions to a child, depending on his or her action capabilities [ 23 , 24 ]. Therefore, children experience the environment by it given meaningfulness in relation to themselves and the environment functionality [ 41 , 43 ].…”

Section: Discussionmentioning

confidence: 99%

“…While the concept of affordances has been applied to enrich the environment, in terms of children’s development [ 4 , 24 ], natural environments afford free space and different plays, which are substantial factors in children’s development [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

“…These two theoretical models consider motor development to be the result of related processes between the child and his or her proximate settings, which can be assessed by the available affordances for growing movements [ 23 ]. Affordances are defined as environmental goods for certain capabilities of a person [ 8 , 9 , 24 ]. Based on this conceptualization, the notion of affordance is related to a child’s perception of environmental properties [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

et al. 2021

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Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.

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“…Preschool age is considered a stage of special relevance for the development of MC [ 8 , 9 ] and can be developed through continuous interaction with the social and physical environment [ 10 , 11 ] or overstructured learning environments [ 12 , 13 ]. Therefore, the exposure of preschool children to a certain environment is a criterion that can influence the development of their MC [ 14 ], among others.…”

Section: Introductionmentioning

confidence: 99%

Study of Motor Competence in 4–5-Year-Old Preschool Children: Are There Differences among Public and Private Schools?

et al. 2021

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The objectives of this study were (1) to investigate the presence of preschool children with severe motor difficulties (SMDs) and (2) to evaluate the existence of differences in the motor competence (MC) of preschool children from public and private schools based on gender. A total of 581 preschool children (4.66 ± 0.52 years) from Galicia (Spain) were assessed. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. Preschool children from public schools presented a greater number of SMDs (OR = 20.65; CI = 9.99–85.53; p < 0.001). Preschool children from private schools have higher scores on the variables studied (for example, manual dexterity (p < 0.001), aiming and catching (p < 0.001), balance (p < 0.001), total test score (p < 0.001), and total percentage score (p < 0.001)). Regarding the gender factor, differences were found in manual dexterity (p < 0.001), aiming and catching (p = 0.014), balance (p < 0.001), total test score (p < 0.001), total percentage score (p < 0.001), and in the interaction of both factors in balance (p < 0.001), total global score (p = 0.004), and total percentage score (p < 0.001). Preschool children from private schools are less likely to have severe movement problems and score higher on all dimensions of the MABC-2 than preschool children from public schools analyzed in this study. Likewise, girls score higher than boys in all dimensions, except in aiming and catching.

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Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review

Cited by 51 publications

References 104 publications

Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

Is It Possible to Reduce the Relative Age Effect through an Intervention on Motor Competence in Preschool Children?

The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

Study of Motor Competence in 4–5-Year-Old Preschool Children: Are There Differences among Public and Private Schools?

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