Effect of a Fundamental Motor Skills Intervention on Fundamental Motor Skill and Physical Activity in a Preschool Setting: A Cluster Randomized Controlled Trial

Abstract

Purpose: To determine the effect of a 12-week fundamental motor skill (FMS) program on FMS and physical activity (PA) on preschool-aged children. Method: A cluster randomized controlled trial. The intervention (PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers [PLAYFun] Program) was a 12-week games-based program, delivered directly to the children in childcare centers by exercise physiologists. Children in the control arm received the usual preschool curriculum. Outcomes included FMS competence (Test of Gross Motor Development-2) and PA (accelerometer) assessed at baseline, 12 weeks, and 24 weeks (12-wk postintervention). Results: Fifty children (mean age = 4.0 [0.6] y; 54% male) were recruited from 4 childcare centers. Two centers were randomized to PLAYFun and 2 centers were randomized to the waitlist control group. Children attended on average 2.0 (1.0) 40-minute sessions per week. The PLAYFun participants demonstrated significant increases in object control (P < .001) and total FMS (P = .010) competence at week 12, compared with controls in a group × time interaction. Girls, but not boys, in PLAYFun significantly increased moderate to vigorous PA after the intervention (P = .004). These increases were not maintained 12-week postcompletion of PLAYFun. Conclusions: The PLAYFun Program is effective at improving FMS competence in boys and girls and increasing PA in girls. However, improvements are not maintained when opportunities to practice are not sustained.

Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis

“…Overall, approximately 75% of the included studies were classified as having a low risk of bias. However, despite Hamilton and Liu ( 34 ), as well as Engel et al ( 39 ), utilizing a randomized controlled research design, these studies did not include baseline data, raising concerns about outcome measurement (i.e., RoB 2 “3.2 Is there evidence that the result was not biased by missing outcome data?”). Robinson and Goodway only assessed object control, introducing bias in the selection of the reported result (i.e., RoB 2 “5.2 Is the numerical result being assessed likely to have been selected, on the basis of the results, from multiple eligible outcome measurements (eg, scales, definitions, time points) within the outcome domain?”).…”

“…The studies included in the analysis underscored the significant role of teacher-led targeted exercise training. Additionally, it is crucial to acknowledge that the majority of motor skill training requires specialized equipment ( 15 , 20 , 31 , 35 , 37 , 39 , 40 , 43 , 45 ), necessitating policy-level support. In China, physical activities in kindergartens mainly involve free outdoor play that requires minimal or no specialized sports equipment.…”

Pengaruh Permainan Bola Kertas Terhadap Kemampuan Hasil Belajar Tolak Peluru Gaya Ortodoks

“…Oleh karena itu, mata pelajaran PJOK memiliki nilai penting yang setara dengan mata pelajaran lainnya (Aliriad, 2023). Namun, di antara berbagai materi yang diajarkan dalam penjas, olahraga atletik, termasuk tolak peluru, seringkali kurang diminati oleh siswa dibandingkan dengan materi lain yang berbentuk permainan seperti sepak bola, voli, bulutangkis, dan sejenisnya (Araújo et al, 2016;Engel et al, 2021). Observasi awal ditemukan siswa lebih menyukai olahraga yang melibatkan permainan aktif.…”

Circuit-based basic motor activity games: An innovative solution to improve the movement skills of children with dyspraxia in the context of physical education

“…Learning Group community interventions were more effective in improving FMS in children, providing concrete evidence of a positive impact on the development of basic motor skills in the younger generation (Mukherjee et al, 2017). A more adapted approach in the teaching of FMS in the physical education environment has significant differences in progress between boys and girls on basic motor skills (Engel et al, 2022;Jiménez Díaz et al, 2015). Physical education has a central role in the development of the FMS, improving the approach to physical education can develop basic motor skills as an integral part of the school curriculum.…”