Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study

Lindsay, Anne R.; Starrett, Angela; Brian, Ali; Byington, Teresa A.; Lucas, Jennifer; Sigman‐Grant, Madeleine

doi:10.3390/ijerph17093098

Cited by 13 publications

(18 citation statements)

References 36 publications

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“…The success of the FMS program intervention is influenced by the ability of teachers to implement program content according to the guidelines. Program implementation can run well if there is the readiness of the teaching staff, the readiness of teaching materials, control in learning [24]. Providing coaching for the implementation of intervention programs at the beginning for teachers is the key so that teachers are believed to implement intervention programs for students.…”

Section: Discussionmentioning

confidence: 99%

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The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

Pranoto¹,

Ma’mun²,

Mulyana³

et al. 2021

saj

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Background: The ability of motor skills becomes the basis for children to master movement skills. There are still many students whose motor skills are below average. Objective: The aim is to compare the fundamental motor skills (FMS) regular program with the intervention FMS program conducted in 12 meetings within 6 weeks in schools. Methods: 80 kindergarten students were sampled and split into two equal groups where 40 students were placed in the control group to receive regular training and the rest 40 students in the intervention group. The test of gross motor development-2 (TGMD-2) was employed while measuring the motor skills through pre-test and post-test approach. Results: There was an increase in motor skills in both learning groups. After testing with the Mann-Whitney test, obtained with the mean range of 21.44 in the regular FMS program which was found lower comparing to the other one of the FMS in the intervention program of 59.56, Sig. equal to 0.000 <0.05, meaning that this discrepancy was statistically significant at p-value = 0.05. These latter findings imply that motor skills were highly increased in the intervention group rather than in those who followed the regular FMS program. Conclusion: The FMS learning through intervention programs is better at improving students' motor skills. Schools can use FMS interventions to improve motor skills, provided that the teacher understands the implementation of the program, implements the program according to the guidelines, students follow the entire learning process.

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Section: Discussionmentioning

confidence: 99%

“…The FMS intervention is a solution to improving students' motor skills. Intervention through the development of basic movement skills has the potential to reverse motor skills decline in children [24], [25]. In this study, researchers tried to provide an FMS program intervention.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

Pranoto¹,

Ma’mun²,

Mulyana³

et al. 2021

saj

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“…Creating a functional and practical link between kinder-kinetics and perceptional-motor abilities is a task that tags along in early childhood development [ 44 , 45 , 46 ]. Perception refers to a series of processes that accept a given stimulus from an external environment or from one’s inner self and transmit it to the brain, which can also be seen as a process of integrating, interpreting, and re-controlling various movements [ 36 , 47 ].…”

Section: Methodsmentioning

confidence: 99%

Outdoor Playground Design Criteria Development for Early Childhood Development: A Delphi Study from the Perspective of Fundamental Movement Skills and Perceptual-Motor Skills

Jeon

Jun

2021

IJERPH

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The purpose of this research is to discover adequate and environmental outdoor playground design criteria based on the collected opinions of experts. Taking the case of South Korea into account, this research focuses on the development of a new outdoor playground design criteria that could offset the limited motor activities and environmental use which has been restricted by the current regulations. In particular, this research approaches the issue from the perspective of children’s fundamental movement skills and the development of their perceptual-motor abilities. The research conducted three rounds of a Delphi survey and held a consensus of experts in child development, child physical education, and playground designs. The research achieved results defining 9 categories and 23 items within the categories of design criteria for outdoor playgrounds. Significantly, the discussions were not limited to children’s holistic development—from motor and physical development to attaining mental, social, and cognitive skills—but also included discussions of children’s dynamic interaction with the surrounding nature and environment, especially in challenge making and risk taking.

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“…Instead, teachers may have control over some aspects of the environment to design tasks with interactions for successful movement experience [8]. An appropriately-sized teaching venue [28] and age-appropriate activities [29] can allow children to have more practice time, which may be essential for them to master skills.…”

Section: Changes In Fms Score Between Preschool Children In Large and Small Teaching Venuementioning

confidence: 99%

Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size

Cheung¹,

Zhang

2020

Sustainability

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The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs.

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Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study

Cited by 13 publications

References 36 publications

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

Outdoor Playground Design Criteria Development for Early Childhood Development: A Delphi Study from the Perspective of Fundamental Movement Skills and Perceptual-Motor Skills

Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size

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