Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention

Johnson, Jerraco L.; Rudisill, Mary E.; Hastie, Peter A.; Wadsworth, Danielle D.; Strunk, Kamden K.; Venezia, Alexandra P.; Sassi, Julia; Morris, Michael H.; Merritt, Monaye

doi:10.1080/02701367.2019.1628909

Cited by 28 publications

(28 citation statements)

References 26 publications

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“…After the 8-week, need-supportive, FMS-based afterschool program, both boys and girls in the intervention group demonstrated greater improvements in FMS competence and MVPA during school time than those in the control group. The findings of significantly increased FMS competence through instructional climate change in the FMS intervention are in accordance with the findings of previous studies [27,32,55], which reflect the benefits of promoting a motivational climate in FMS intervention on both locomotor and object control skills among children compared to the control group. Boys in the unsupervised free play without any motor skill instruction showed minimum improvements in locomotor skills, but did not show any change in object control skills.…”

Section: Influences Of a Need-supportive Intervention On Fms Competensupporting

confidence: 91%

“…Similar to the results of this study, Johnson et al [56] also found that the children not exposed to a motivational climate showed minimum improvements in locomotor skills, but no changes in object control skills at the post-test. Although the previous studies only used autonomy support strategies to encourage children to engage in the FMS intervention program [27,32,55,56], the results of those studies produced the same outcomes in FMS competence as this study did. Nevertheless, from the SDT perspective, student learning is more successful when information is presented in a need-supportive way (basic psychological needs for autonomy, competence, and relatedness) [30,31,57]; thus, it is effective to apply need-supportive instruction to increase students' motivation and achievement.…”

Section: Influences Of a Need-supportive Intervention On Fms Competenmentioning

confidence: 52%

“…Guided by SDT, in this study we implemented the FMS intervention with need-supportive instruction in an afterschool program. Recently, Johnson et al [32] implemented a motor skill program integrated with mastery motivational climates (stemming from SDT) during preschool playground time and demonstrated significant improvements in FMS competence. Nevertheless, these previous studies focused only on autonomy support (one of the three supports for basic psychological needs) to create a motivational climate.…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

et al. 2020

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A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; Mage = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.

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Section: Influences Of a Need-supportive Intervention On Fms Competensupporting

confidence: 91%

Section: Influences Of a Need-supportive Intervention On Fms Competenmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

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Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

et al. 2020

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“…Thus, not all curriculum-based physical education programs have the same effect on the development of motor competence. The strongest effect appears to emerge from studies such as that by Johnson et al [60], which assessed changes in motor competence (using the TGMD-3), after a complete academic year of physical education classes. The experimental group practiced fundamental motor skills (FMS) with stations based on the TGMD-3 test, and the control group was given greater autonomy using the same equipment and received no specific FMS instruction.…”

Section: Discussionmentioning

confidence: 99%

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

Lorås

2020

Sports

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Appropriate levels of motor competence are an integrated part of individuals’ health-related fitness, and physical education is proposed as an important context for developing a broad range of motor skills. The aim of the current study was to apply meta-analyses to assess the effectiveness of curriculum-based physical education on the development of the overall motor competence of children and adolescents. Studies were located by searching seven databases and included according to predefined criteria. Random effects models using the standardized effect size (Hedges’ g) were used to aggregate results, including an examination of heterogeneity and inconsistency. The meta-analysis included 20 studies, and a total of 38 effect sizes were calculated. A statistically significant improvement in motor competence following curriculum-based physical education compared to active control groups was observed in children and adolescents (g = −0.69, 95% CI −0.91 to −0.46, n = 23). Participants’ ages, total time for physical education intervention, and type of motor competence assessment did not appear to be statistically significant moderators of effect size. Physical education with various curricula can, therefore, increase overall motor competence in children and adolescents.

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“…A high autonomy climate was chosen because interventions for preschoolers utilizing high autonomy outdoor play is associated with higher levels of physical activity compared to free play, with children in high autonomy climates spending significantly more time in MVPA compared to free play (36% of time compared to 7%) [29]. High autonomy climates are also associated with improvements in fundamental motor skills for preschoolers [30] and considered developmentally appropriate for preschool children.…”

Section: Interventionmentioning

confidence: 99%

Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play

Wadsworth

Johnson

Carroll

et al. 2020

IJERPH

Self Cite

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Approximately 50% of preschoolers do not meet physical activity recommendations and children who reside in low-income rural communities may be further at risk for higher levels of sedentary behavior. Outdoor play is essential for preschool children; however, literature is unclear as to which types of interventions elicit moderate-to-vigorous physical activity (MVPA) for all preschoolers. The aim of this study was to determine which type of intervention, physical activity or fundamental motor skill focus, elicits MVPA during outdoor play. Ninety-eight preschool children (M age = 4.48 years) from one Head Start center participated in an outdoor play intervention two days per week for 7 weeks. Classes were randomly assigned to one of four groups: fundamental motor skill focus (FMS), physical activity focus (PA), FMS and PA (FMS + PA), and control. An accelerometer worn on the hip measured MVPA. Results showed that age, sex and group assignment contributed to MVPA at the beginning of the intervention and age, sex, group assignment and MVPA during the beginning of the intervention contributed to MVPA at the end of the intervention. Overall, the FMS + PA group elicited MVPA from males and females of all ages. Interventions that combine both FMS and PA may reduce physical activity disparities in preschool children.

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Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention

Cited by 28 publications

References 26 publications

Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

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

Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play

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