Dynamic Relationships Between Motor Skill Competence and Health-Related Fitness in Youth

Abstract

This cross-sectional study examined associations among motor skill competence (MSC) and health-related fitness (HRF) in youth. A convenient sample of 253 boys and 203 girls (aged 4-13 years) participated in the study. Associations among measures of MSC (throwing and kicking speed and standing long jump distance) and a composite measure of HRF (push-ups, curl-ups, grip strength and PACER test) across five age groups (4-5, 6-7, 8-9, 10-11 and 12-13 yrs.) were assessed using hierarchical regression modeling. When including all children, throwing and jumping were significantly associated with the composite HRF factor for both boys and girls (throw, t = 5.33; jump, t = 4.49) beyond the significant age effect (t = 4.98) with kicking approaching significance (t = 1.73, p = .08). Associations between throwing and kicking speed and HRF appeared to increase from early to middle to late childhood age ranges. Associations between jumping and HRF were variable across age groups. These results support the notion that the relationship between MSC and HRF performance are dynamic and may change across childhood. These data suggest that the development of object control skills in childhood may be important for the development and maintenance of HRF across childhood and into adolescence.

Development and validation of a model of motor competence in children and adolescents

“…Our purpose when selecting only product-oriented tests was to ensure an objective evaluation and a good sensitivity to discriminate among competence levels across ages. 20 The use of SEM for testing this specific model is of great utility since it allows to work from the data for reaching a final solution for a MC structure that represents well the communality (represented by the covariance) and the unique characteristics (non-explained covariance) of tests (items) and categories (factors). The overall adjustment indices, along with the individual coefficients for the paths involved (factor-item; factor-factor) provides a rationale for including or excluding each item (test), or factor (category), or path (representativeness of the tests to mark a category), to a better representation of the full model.…”

“…The final score (the better of 2 attempts) was the distance (in m) between the starting line and the back of the heel at landing closest to the line. Manipulative tests were: (a) wall toss test 19 -throwing a tennis ball with an overarm action against the wall (2 m distance), attempting to catch it with both hands over 30 s. The final score was given by the better result (number of catches) in 2 attempts; (b) throwing velocity 20 -throwing a baseball (circumference: 22.86 cm; weight: 142 g) at a maximum speed against a wall using an overarm action. Three trials were performed, and the final score was given by the best result; and (c) kicking velocity 20 -kicking a soccer ball no.…”

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

“…Recent research (Bardid et al, 2013;Stodden et al, 2014) suggests that the development of FMS at a young age is linked to physical activity levels later in life.…”

“…As much of the research on ASD has focused on reducing communication deficits and repetitive behaviors (McDonald & Machalicek, 2013;Wong et al, 2013), little work has been done on motor skills beyond making modifications based on previous evidence-based practices Ketcheson, Hauck, & Ulrich, 2016) or to better include children in activity (Healy, 2014), or to improve performance on motor assessments (Breslin & Rudisill, 2011;. A dedicated intervention based on a sound theory is needed to strengthen motor skills in children with ASD, which in turn could increase the likelihood of sustained physical activity over time (Stodden et al, 2014).…”

“…Some researchers assert that successful FMS abilities can lead to higher motor competency, which in turn could increase the likelihood of participating in physical activity in later years (Stodden et al, 2008;Stodden, Gao, Goodway, & Langendorfer, 2014). An increase in the rate of physical activity for children with ASD has been suggested to have a positive effect on the occurrence of stereotypic behavior (Bremer, Crozier, & Lloyd, 2016;Lang et al, 2010).…”