Who SKIPS? Using Temperament to Explain Differential Outcomes of a Motor Competence Intervention for Preschoolers

Abstract

Providing interventions tailored to temperamental profiles could maximize gains in FMS through intervention.

The Development of Motor and Pre-literacy Skills by a Physical Education Program in Preschool Children: A Non-randomized Pilot Trial

“…Motor skill development influences the entirety of a child’s growth (Barnett et al, 2008). Numerous studies have reported that fundamental motor skill acquisition is clearly associated with the development of neuromotor, cognitive, social, and emotional skills in childhood (Gallahue et al, 2003; Lubans et al, 2010; Cameron et al, 2012; Logan et al, 2012; Lloyd et al, 2014; Diamond, 2015; Oberer et al, 2017; Van Capelle et al, 2017; Taunton et al, 2018). As concern the cognitive domain, recently, positive effects of motor programs on pre-literacy skills have been demonstrated in pre-school age (Diamond, 2015; Callcott et al, 2018).…”

Physically active play in the early years

“…In general, the theory holds that temperament determines the child's capacity for self-regulation. Maybe thought self-regulation temperament could be associated with motor skills (Taunton et al 2018) and the style how parents respond to their child's behaviour (Laukkanen et al 2018).…”

Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development

“…The outcomes of this project will allow us to explore the effects of this intervention on the physical, motor, cognitive, and social development of preschoolers, according to the motor development process and dynamic systems theory (Thelen, 1992), as well as the relationship among physical activity, FMS perceived competence, and health-related fitness as Stodden's model (Stodden et al, 2008). Additionally, based on existing studies, we used the social-ecological model to explain individual differences in the intervention's outcomes (Glanz et al, 2008;Bellows et al, 2013;Taunton et al, 2018;Zeng et al, 2019).…”

“…Children will be shown illustrations by the examiner and judge whether the cartoon character is good at doing the skills, then choose between four Likert scale options (1 to 4, from "not too good" to "really good"). Individual temperaments are expected to be predictive of the differential effects of this motor skills intervention (Taunton et al, 2018), and they will be assessed using the 36-item Children's Behavioral Questionnaire-Very Short Form (CBQ-VSF) (Putnam and Rothbart 2006). The test is divided into three broad dimensions: surgency, negative affect, and effortful control and it demonstrates acceptable internal consistency.…”

“…Currently, in the area of health care, intervention projects designed to prompt physical activity and prevent obesity in children share three characteristics: 1) preschoolers are targeted; 2) children are provided with structured interventions carried out by teachers and experts, mostly in kindergartens or other child-centric contexts (Logan et al, 2012;Van Capelle et al, 2017;Hesketh et al, 2017); and 3) they focus on fundamental movement skills (FMS) development, especially objective control skill interventions, like the CHAMP project (Robinson et al, 2017;Veldman et al, 2017;Palmer et al, 2019), the Head Start curriculum (Robinson and Goodway, 2009), the SKIP project (Mulvey et al, 2018;Taunton et al, 2018), and other structured skill classes implemented by physical education (PE) teachers (Wadsworth et al, 2020) or nonexperts (Palmer et al, 2020).…”