“…One author extracted descriptive data from the studies (HLB), and this was checked by two other authors (SKL and SLCV). Studies reflected the full range of ages, with one study in the birth to preschool age group [ 48 ] (included due to the upper age range), 19 [ 22 , 49 – 66 , 93 ] in the preschool age group (defined as prior to school, 3–5 years), 29 [ 18 , 67 – 92 , 94 , 95 ] in children (defined as primary, elementary school age), four in adolescents [ 33 , 96 – 98 ], and five that covered a range of ages: preschool and children [ 23 , 99 ]; children and adolescents [ 19 , 100 , 101 ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Most studies were conducted in the USA [ 18 , 22 , 51 , 53 , 58 , 61 – 63 , 66 , 82 , 87 ] and Australia [ 33 , 49 , 50 , 70 , 75 , 76 , 95 , 96 , 98 , 100 ]. A total of 21 studies were conducted across Europe (Belgium [ 71 – 73 , 90 , 91 ], Finland [ 48 , 88 , 97 , 99 ], Portugal [ 19 , 64 , 80 ], Denmark [ 59 , 84 ], Greece [ 89 , 93 ], Germany [ 101 ], Ireland [ 81 ], Italy [ 57 ], Northern Ireland [ 83 ] and Norway [ 92 ]), eight in Asia (Hong Kong [ 52 , 55 , 69 ], Bangladesh [ 85 ], India [ 67 ], Indonesia [ 68 ], Japan [ 54 ] and Pakistan [ 74 ]), five in Canada [ 56 , 65 , 77 , 79 , 94 ], two in Brazil [ 23 , 60 ] and a single study each from Israel [ 86 ] and South Africa [ 78 ].…”
Section: Resultsmentioning
confidence: 99%
“…A total of 24 studies used process-oriented assessments. The most commonly used was the Test of Gross Motor Development (TGMD): first edition, three studies [ 53 , 57 , 66 ] and second edition, 15 studies [ 22 , 23 , 49 , 50 , 52 , 56 , 60 , 62 , 63 , 65 , 68 – 70 , 88 , 89 ]. Australian resources were used in six studies (Department of Education Victoria [ 75 , 98 , 100 ] and Get Skilled Get Active [ 33 , 76 , 96 ]; three studies each).…”
Section: Resultsmentioning
confidence: 99%
“…The socioeconomic background of the child was investigated in seven studies [ 22 , 66 , 71 , 74 , 83 , 89 , 90 ] and showed inconsistent findings. A higher socioeconomic background was positively associated with locomotor, stability and skill composite, but one study showed a confounding effect with school year, with socioeconomic background positively influencing younger children but not older children’s object control and stability [ 83 ].…”
BackgroundGross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed.ObjectiveThe aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3–18 years) using an ecological approach.MethodsMotor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO®, Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients.ResultsA total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children’s motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence.ConclusionThis systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized.
“…One author extracted descriptive data from the studies (HLB), and this was checked by two other authors (SKL and SLCV). Studies reflected the full range of ages, with one study in the birth to preschool age group [ 48 ] (included due to the upper age range), 19 [ 22 , 49 – 66 , 93 ] in the preschool age group (defined as prior to school, 3–5 years), 29 [ 18 , 67 – 92 , 94 , 95 ] in children (defined as primary, elementary school age), four in adolescents [ 33 , 96 – 98 ], and five that covered a range of ages: preschool and children [ 23 , 99 ]; children and adolescents [ 19 , 100 , 101 ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Most studies were conducted in the USA [ 18 , 22 , 51 , 53 , 58 , 61 – 63 , 66 , 82 , 87 ] and Australia [ 33 , 49 , 50 , 70 , 75 , 76 , 95 , 96 , 98 , 100 ]. A total of 21 studies were conducted across Europe (Belgium [ 71 – 73 , 90 , 91 ], Finland [ 48 , 88 , 97 , 99 ], Portugal [ 19 , 64 , 80 ], Denmark [ 59 , 84 ], Greece [ 89 , 93 ], Germany [ 101 ], Ireland [ 81 ], Italy [ 57 ], Northern Ireland [ 83 ] and Norway [ 92 ]), eight in Asia (Hong Kong [ 52 , 55 , 69 ], Bangladesh [ 85 ], India [ 67 ], Indonesia [ 68 ], Japan [ 54 ] and Pakistan [ 74 ]), five in Canada [ 56 , 65 , 77 , 79 , 94 ], two in Brazil [ 23 , 60 ] and a single study each from Israel [ 86 ] and South Africa [ 78 ].…”
Section: Resultsmentioning
confidence: 99%
“…A total of 24 studies used process-oriented assessments. The most commonly used was the Test of Gross Motor Development (TGMD): first edition, three studies [ 53 , 57 , 66 ] and second edition, 15 studies [ 22 , 23 , 49 , 50 , 52 , 56 , 60 , 62 , 63 , 65 , 68 – 70 , 88 , 89 ]. Australian resources were used in six studies (Department of Education Victoria [ 75 , 98 , 100 ] and Get Skilled Get Active [ 33 , 76 , 96 ]; three studies each).…”
Section: Resultsmentioning
confidence: 99%
“…The socioeconomic background of the child was investigated in seven studies [ 22 , 66 , 71 , 74 , 83 , 89 , 90 ] and showed inconsistent findings. A higher socioeconomic background was positively associated with locomotor, stability and skill composite, but one study showed a confounding effect with school year, with socioeconomic background positively influencing younger children but not older children’s object control and stability [ 83 ].…”
BackgroundGross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed.ObjectiveThe aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3–18 years) using an ecological approach.MethodsMotor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO®, Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients.ResultsA total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children’s motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence.ConclusionThis systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized.
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of "fundamental movement skills" and "pre-school children". Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as 'poor = 1', 'average = 2' and 'good = 3'; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12-14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.
This study compared fundamental movement skills (FMS) in children from schools on the lower and upper levels of socioeconomic status. Data were collected from 228 schoolchildren across five schools in Ireland. There were 147 children from schools of social disadvantage (Mage
= 7.67 [SD = 0.62] years; 55% boys) and 81 children from schools considered in the normal range for socioeconomic development (Mage
= 7.34 [SD = 0.26] years; 56% boys). FMS were assessed using the Test of Gross Motor Development–2. Mixed models were used to estimate differences in FMS, while controlling for the nested structure of the data and for sex, age, body mass index, and class size. There was a substantial sex×school interaction, with girls from schools of social disadvantage exhibiting greater object-control skills proficiency than their counterparts in schools on the upper tertiles of socioeconomic development (standardized effect size = 0.66 [±95% confidence limits, ±0.50]; p = .02). The suggestion that children from social disadvantage are delayed in FMS is unsupported in this cohort. Differences in the structure of physical education and types of sports undertaken by children in schools of social disadvantage in Ireland are considered as explanations for this departure from previous studies.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
