Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level

Abstract

Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children’s overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children’s FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7–10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

“…Nonetheless, social norms have led to skills not being developed by girls and boys in the early years, due to the underrepresentation of the skill within a sex’s stereotypical play opportunities [ 45 , 46 ]. Therefore, appealing to both sexes and reducing sex discrepancies in achievement of both FMSs development and PA levels, where sex differences consistently appear [ 9 , 47 ] must be addressed. Establishing interventions that allow developmentally appropriate activities for all may be a crucial step in the EYFS.…”

Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium

“…Moreover, Duncan et al's study highlighted that children attending schools in England, aged 6-7 years, are typically only at an elementary stage of motor skill development (i.e., where performance of skills is judged to be incorrect on two or more behavioral components of a skill). Furthermore, Lawson et al (2021), in English 7-to 10-year-olds, and using the TGMD-2, reported that that no children, aged 7-10 years of age, achieved mastery in all skills assessed and over a quarter (27%) did not achieve mastery in any of the skills within the TGMD-2. Eyre et al (2018) similarly identified overall "poor" FMS performance (via the TGMD-2) in English 5-year-olds and significantly poorer locomotor skill in English children from South Asian backgrounds, compared to their White and Black counterparts.…”

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

“…Fundamental motor skills (FMS) are organized series of basic movements patterns that involve various body parts to perform a specific act, i.e., they are movements necessary for goal-directed activity ( Logan et al, 2018 ; Lawson et al, 2021 ). They include three types of skills ( Goodway et al, 2019 ; Bolger et al, 2020 ): locomotor skills (different movements to transport the body from one location to another such as running or sliding); manipulative or object-control skills (movements to impart force to an object or receive force from an object such as throwing or catching); and stability or balance skills [they are necessary to maintain controlled positions during both static (still) activities, e.g., standing on one leg, and dynamic (moving) activities, such as climbing].…”

“…Fundamental motor skills are the foundation or base for future more complex motor skills. In other words, they are the initial building blocks to acquire the more complex specialized skills required in play, games, recreational activities, physical activities and sports for children, adolescents and adults ( Hulteen et al, 2018 ; Logan et al, 2018 ; Morley et al, 2019 ; Gu et al, 2021 ; Lawson et al, 2021 ). Consequently, failure to develop competency in FMS will make difficult to learn more advanced/specialized forms of these skills ( Getchell et al, 2020 ).…”