The Relationship Between Body Weight and Motor Skill Competence in Hispanic Low-SES Preschool Children

Abstract

The purpose of this study was to investigate the relationship between motor competence and BMI in Hispanic preschool children from low SES backgrounds. One hundred and forty-eight Hispanic low SES preschool children (male = 81, female = 67 participated in this study. All children were measured on gross and fine motor competence using the Peabody Developmental Motor Scales-2 (PDMS-2). Body Mass Index (BMI) was calculated for all participants. A Pearson correlation was used to analyze the relationship between the preschool children's BMI and PDMS-2 performance. A 2 (gender) 9 3 (BMI) MANOVA was conducted to assess the gender and BMI differences on each PDMS-2 subtest. Nearly one-third of children in the study demonstrated gross and fine motor delays and slightly over one-third of the children were classified as overweight or obese. A significant negative correlation was found between BMI and visual motor integration scores. The MANOVA analysis showed that low SES Hispanic boys were significantly better in gross motor skill competence and girls were more advanced in fine motor performance. These findings will make a significant contribution to the literature in identifying relationship between motor competence and children's body weight. This study is also beneficial to practitioners and educators in designing intervention and preschool curriculum to improve children identified with motor delays and to reduce BMI through physical activity. Keywords Low income Á Hispanic children Á Motor proficiency Á BMI

Relationship between motor proficiency and body composition in 6‐ to 10‐year‐old children

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“…The hypothesis that students who are exposed to a mastery motivational climate will demonstrate significant improvement in throwing competency (as measured by the TGMD-3 assessment, Roberton and Halverson's developmental sequence for throwing, and throwing velocity) was fully supported by the results of the paired-samples t-test. The findings from this study support those reported in previous motor skill interventions which show that children can achieve significant improvements in their skill development when given purposeful instruction (Apache, 2005;Bardid et al, 2017;Deli et al, 2006;Goodway & Branta, 2003;Hamilton et al, 1999;Hamilton et al, 2017;Ignico, 1991). In addition, the effect sizes associated with the current results support those from earlier autonomy-supportive climate interventions (i.e., mastery motivational climate physical education programs) where greater skill improvements were achieved than in less autonomous instructional climates (Hastie et al, 2013;Logan et al, 2012;Martin et al, 2009;Robinson, 2011;Rudisill, 2016;Theeboom et al, 1995;Valentini & Rudisill, 2004a, 2004bValentini et al, 2017).…”

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