Can Fundamental Movement Skill Mastery Be Increased via a Six Week Physical Activity Intervention to Have Positive Effects on Physical Activity and Physical Self-Perception?

Abstract

Background: Previous research has suggested a positive relationship between fundamental movement skills (FMS) mastery and physical activity (PA) level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed. Methods: An intervention group of 82 children (35 boys and 47 girls) and a control group of 83 children (42 boys and 41 girls) were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years) of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI); and the completion of Harter et al.’s (1982) self-perception questionnaire. Results: Following a two (pre to post) by two (intervention and control group) mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception. Conclusions: It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study.

The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

“…In the context of England, the most recent changes to the physical education curriculum explicitly identify the development of FMS as key outcomes within key stage 1 (ages 5-7 years), and the development of fundamental sports skills as key within key stage 2 (7-11 years). Yet, there is concern that FMS competence in British children is low [11] and there have been calls to trial effective interventions to better develop FMS during the primary school period (ages 5-11 years). There is also an acknowledgement in the literature that FMS differs according to sex [1,4,5] and thus potential differences in FMS between boys and girls need to be considered when examining this issue.…”

“…This point is reflected in the expectations of the national curriculum for physical education in England but also highlights that the effect of FMS-related interventions may differ for children in the different key stages of the English curriculum. However, while these curricula milestones suggest when FMS and fundamental sports skills should be developed, data suggest that British children may not master their FMS at these curricular milestones [11] and the acquisition of FMS should be considered a continuum where skills can be learned and refined across different stages of physical education in primary schools [12].…”

“…A variety of intervention models have been trialed with school children with a view to enhancing children's FMS (e.g., [5,11,13,14]). These aforementioned interventions have had success but largely focus on practice of FMS skills in isolation and without the context of sport performance.…”

Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

“…In the context of England, the most recent changes to the PE curriculum explicitly identified the development of FMS as a key outcome within Key Stage 1 (ages 5-7 years), and the development of fundamental sports skills as key within Key Stage 2 (7-11 years) (Department for Education, 2013). In the English National Curriculum for PE (Department for Education, 2013), the development of particular FMS is emphasised with the Key Stage 1 attainment targets, stating that pupils should: 'master basic movements including running, jumping, throwing and catching,' and the Key Stage 2 attainment targets stating that pupils should: 'use running, jumping, throwing and catching in isolation and in combination'. Despite this focus on FMS, multiple research studies identify concerns that FMS competency among children is low, and that children are not mastering these FMS to their expected age-related developmental capability (Bryant et al, 2016;Foulkes et al, 2015;Morley et al, 2015;O'Brien et al, 2016;Okely and Booth, 2004).…”

Programa de Iniciação Esportiva Influencia a Competência Percebida de Crianças?

“…Algumas pesquisas vão além da associação entre a prática de atividades físicas e a percepção de competência, investigando o impacto da participação em intervenções na percepção de competência de crianças (Valentini, 2002a;Valentini & Rudisill, 2004). Intervenções motoras com enfoque no esporte ou habilidades motoras fundamentais têm efeito positivo nos níveis de competência percebida dos participantes, principalmente quando são implementados procedimentos educacionais que possibilitem a aprendizagem de todos, independentemente de suas habilidades iniciais, evitando comparações entre os pares (Bryant, Ducan, Birch, & James, 2016;Morgan, Sauders, & Lubans, 2012;Vale et al, 2012;Valentini, 2002a;Valentini & Rudisill, 2004).…”