The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

Lorås, Håvard

doi:10.3390/sports8060088

Cited by 47 publications

(41 citation statements)

References 79 publications

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“…School provides a fundamental environment to promote the development of MC for all children alike mostly due to two main reasons. Firstly, physical education (PE) holds the potential to enhance overall motor competence in children, as demonstrated in a recent meta-analysis [ 38 ]. In Portugal, PE is mandatory, from pre-school up to 12th grade.…”

Section: Discussionmentioning

confidence: 99%

Effects of the COVID-19 Lockdown on Portuguese Children’s Motor Competence

et al. 2021

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During long periods without school, children are more susceptible to unhealthy behaviors, such as an increase in sedentary behaviors, which has a negative impact on children’s motor competence (MC). The COVID-19 lockdown offered us a unique opportunity to test, in a quasi-experimental setting, the impact of lockdown movement restrictions on children’s MC. We assessed the motor competence of 114 children aged 6–9 years using the motor competence assessment. All children were tested before and after the COVID-19 lockdown. Chi-square and 2 × 2 ANOVA (sex by moment) were used to further analyze the data. Regardless of sex, motor performances in all tests (except for jumping sideways in boys) were lower when compared with performances before lockdown. There was a marked decreasing trend in children’s levels of MC, shifting from an upper to a lower quartile in different tests. The results after the lockdown were always significantly inferior to the results before lockdown in all motor tests (except jumping sideways), in the three components of MC, and in global MC. Children’s global MC score decreased by an average of 13 points in boys and 16 points in girls. The imposed movement restrictions had a negative effect on children’s motor competence development.

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Section: Discussionmentioning

confidence: 99%

Effects of the COVID-19 Lockdown on Portuguese Children’s Motor Competence

et al. 2021

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“…Direct comparisons of various findings between different studies reporting children’s proficiency levels should be considered with caution, given differences between studies in the areas of children’s skills, the assessment tools employed and the participant populations studied. Nevertheless, even with these considerations, there is broad evidence that FMS interventions are needed in order to address a general state of low proficiency, with targeted FMS interventions in PE having been shown to increase FMS competence in children and adolescents ( Lorås, 2020 ). Planning for and achieving effective interventions for FMS will require detailed and specific information as to which skills are not proficient.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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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.

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“…Physical education (PE) class is a key component for promoting health-related behaviors among youth. During the past decades, evidence has accumulated on the positivie association between PE and several outcomes, such as motor skills development 1 , physical fitness 2 , improvement in daily physical activity 3 , health percep-tion and nutrition 4 . In addition, participation in PE class can improve cognitive and academic skills 5 , positive attitude 3,6 and health behaviors 3 .…”

Section: Introductionmentioning

confidence: 99%

Can physical education state policies impact on youth’s health behaviors? A natural experiment study

Silva

Tenório

Martins

et al. 2021

Rev. Bras. Ativ. Fís. Saúde

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Since 2011 an educational policy promulgated that public schools from Pernambuco have had to offer physical education (PE) class in the same shift where students are enrolled. This study examined the impact of the implementation of an educational policy on PE offering and students’ participation, and whether health related behaviors could be moderated by PE participation. It was a natural experiment study performed with data obtained from two cross-sectional studies (2007 and 2012) of a sample (n = 715) of high-school students from Caruaru. PE offering was assessed by asking students if they had PE class and adapted questionnaire was used to assess health-related information. It was observed that before policy implementation, most of the students (♂: 72.4%; ♀: 69.0%) was not engaged in any PE class during the week. After policy implementation the proportion of students who had at least one PE class/week increased (♂: 68.7%; ♀: 68.9%). Having ≥1 PE classes was not associated with the amount of physical activity either before (♂: OR = 1.47 (95%CI: 0.78 – 2.76)); ♀: OR = 1.02 (95%CI: 0.61– 1.72) or after (♂: OR = 0.90 (95%CI: 0.51 – 1.58)); ♀: OR = 1.06 (95%CI: 0.63 – 1.80) policy implementation. Fruit consumption was the only health-related behavior associated to PE class (♂: OR = 1.55 (95%CI: 1.01 – 2.70); ♀: OR = 1.48 (95%CI: 1.02 – 2.10). PE offering and participation of students improved and it seems that implementation of new policies for PE might impact on students’ behaviors, although, regarding to some limitations, not sufficiently to impact on overall students’ health behaviors.

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The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

Cited by 47 publications

References 79 publications

Effects of the COVID-19 Lockdown on Portuguese Children’s Motor Competence

Effects of the COVID-19 Lockdown on Portuguese Children’s Motor Competence

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

Can physical education state policies impact on youth’s health behaviors? A natural experiment study

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