Exploring the Relationship Between Fundamental Motor Skill Interventions and Physical Activity Levels in Children: A Systematic Review and Meta-analysis

Engel, Alexander; Broderick, Carolyn; Doorn, Nancy van; Hardy, Louise L.; Parmenter, Belinda

doi:10.1007/s40279-018-0923-3

Cited by 130 publications

(139 citation statements)

References 48 publications

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“…Findings showed that a developmental physical education programme, a therapeutic sensorimotor training and an intensive motor skills training were significantly effective in improving overall FMS among children with ID. These findings were consistent with those found in meta-analyses among youth with TD (Logan et al 2012;Morgan et al 2013;Engel et al 2018). The reviewed interventions were effective when their duration was of 24 weeks, and the training sessions were held three times a week for a duration of 20-30 min.…”

Section: Discussionsupporting

confidence: 87%

“…; Engel et al . ). The reviewed interventions were effective when their duration was of 24 weeks, and the training sessions were held three times a week for a duration of 20–30 min.…”

Section: Discussionmentioning

confidence: 97%

“…; Engel et al . ). These interventions consist in proposing developmentally specific and appropriate planned motor activities (Logan et al .…”

mentioning

confidence: 97%

“…Meta-analyses concerning children and adolescents with TD have shown that motor skill interventions are efficient in improving FMS (Logan et al 2012;Morgan et al 2013;Engel et al 2018). These interventions consist in proposing developmentally specific and appropriate planned motor activities (Logan et al 2012).…”

mentioning

confidence: 99%

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Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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Background Children and adolescents with intellectual disabilities (ID) are characterised by deficits in fundamental movement skills (FMS). In youth with typical development, motor skill interventions have been recognised as an efficient means to improve FMS. However, the effects of these interventions among youth with ID have not yet been systematically reviewed. Purpose The purpose of the present systematic review was to summarise the findings from studies pertaining to the effects of motor skill interventions designed to improve FMS in children and adolescents with ID. Method A systematic literature search (without year restriction) was performed in 12 databases. Studies in press or published in English in a peer‐reviewed journal were included if: (1) participants were youth with ID aged 5 to 22; (2) motor skill interventions aimed to improve one or several FMS; and (3) they were experimental, quasi‐experimental or pre‐experimental. The Physiotherapy Evidence Database scale was used to assess the quality of the studies. Results Through the search strategy, 1083 articles were identified, and 14 studies published between 1969 and 2018 met the inclusion criteria. In studies with children, motor skill interventions successfully improved balance skills and overall FMS, whereas mixed and inconclusive results were found for locomotor skills. In studies with adolescents, motor skill interventions were shown to successfully improve balance skills. However, none of the motor skill interventions reviewed focused on locomotor and object control skills. Conclusions The reviewed motor skill interventions were effective in improving balance skills in both children and adolescents with ID as well as overall FMS in children with ID. Conversely, the effects of motor skill interventions targeting locomotor and object control skills remain unclear. Therefore, given the relatively small number of studies and their limitations, the present findings need to be interpreted with caution, and further rigorous studies are necessary.

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Section: Discussionsupporting

confidence: 87%

“…; Engel et al . ). The reviewed interventions were effective when their duration was of 24 weeks, and the training sessions were held three times a week for a duration of 20–30 min.…”

Section: Discussionmentioning

confidence: 97%

“…; Engel et al . ). These interventions consist in proposing developmentally specific and appropriate planned motor activities (Logan et al .…”

mentioning

confidence: 97%

mentioning

confidence: 99%

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Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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“…Studies by De Meester et al [9] and Lubans et al [10] support this hypothesis by showing positive associations between children's level of MC and the time children spent in PA. Motor competence is ideally learned and developed during childhood [11], yet declines in children's MC have been reported over the last years [12,13].According to the concept of physical literacy [14], physical competence (including MC) and engagement in PA are interconnected key elements for the development of active lifestyle patterns. This suggests a reciprocal relationship between MC and PA; children with high MC are more likely to participate in PA than children with low MC, and vice versa [15,16].The impact of the relationship between MC, PA, and SB might be influenced by a set of individual demographic variables. First, children's weight status is recognized as a strong correlate of PA and SB.…”

mentioning

confidence: 99%

Investigating Motor Competence in Association with Sedentary Behavior and Physical Activity in 7- to 11-Year-Old Children

Adank¹,

Kann²,

Hoeboer³

et al. 2018

Preprint

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Children’s motor competence (MC) has declined in the past decades, while sedentary behavior (SB) has increased. This study examined the association between MC and physical activity (PA) levels among primary schoolchildren. Demographics, body height and weight, MC (Athletic Skills Track) and PA levels (ActiGraph, GT3X+) were assessed among 595 children (291 boys, mean age = 9.2 years, SD = 1.1). MC was standardized into five categories: from very low to very high. PA levels were classified into sedentary behavior (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Mixed model analyses were conducted with PA levels as dependent variables and MC as the independent variable, while adjusting for age, gender, and BMI z-score on the individual level. Additional moderation analyses between covariates and MC and PA levels were also conducted. A negative association between MC and SB (β = -3.17) and a positive association between MC and MVPA (β =1.41) were found. The strength of both associations increased as children expressed lower or higher levels of MC. Increased age and being a girl were significant predictors of higher levels of SB and lower levels of MVPA. Non-overweight children spent significantly more minutes in MVPA compared with overweight children. No moderating effects of BMI, gender, and age were found on the association between MC and PA levels. MC is an important correlate of both SB and MVPA, particularly for children with very high or low MC. Developing and improving children’s MC may contribute to spending less time in SB and more time in MVPA, particularly for high-risk groups, i.e. children with low MC. Moreover, addressing MC development and PA promotion simultaneously might create positive feedback loops for both children’s MC and PA levels.

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A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project

Maia,

Santos,

Pereira

et al. 2024

American J Hum Biol

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ObjectiveThe aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS.MethodsThe sample included 1014 Portuguese children aged 6–10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z‐scores, and their sum was expressed as overall PF and FMS. Child‐level variables included body mass index (BMI) z‐scores, accelerometer‐measured sedentary time and moderate‐to‐vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed.ResultsApproximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS.ConclusionPF and object control FMS z‐scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.

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Exploring the Relationship Between Fundamental Motor Skill Interventions and Physical Activity Levels in Children: A Systematic Review and Meta-analysis

Cited by 130 publications

References 48 publications

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Investigating Motor Competence in Association with Sedentary Behavior and Physical Activity in 7- to 11-Year-Old Children

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project

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