Actual and perceived motor competence levels of Belgian and United States preschool children

Purpose: The present study examined the motor competence of preschool children from Belgium and the United States (US), and the influence of perceived motor competence on actual motor competence. A secondary objective was to compare the levels of motor competence of Belgian and US children using the US norms of the Test of Gross Motor Development, Second Edition (TGMD-2). Methods: All participants (N = 326; ages 4-5) completed the TGMD-2 and the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Results: Belgian children performed significantly higher on actual object control and locomotor skills than US children. However, both Belgian and US children scored significantly worse on the TGMD-2 when compared to the US norm group from 1997-1998. Furthermore, perceived motor competence was significantly related to actual object control skills but not locomotor skills. Conclusion: The present study showed cross-cultural differences in actual motor competence in young children. The findings also indicate a secular downward trend in childhood competence levels, possibly due to a decrease in physical activity and increase in sedentary behavior. Future research should consider conducting an in-depth exploration of physical activity contexts such as physical education to better understand cross-cultural differences in motor competence

Gross motor delay

Gross motor skills encompass a broad array of large muscle movements, from rudimentary skills like rolling and sitting to highly specialized skills such as the serve and forehand in tennis. This entry focuses on a subset of gross motor skills called fundamental motor skills (FMS), which are considered the building blocks to later physical activity and sports performance. FMS include locomotor skills like running and jumping and object control skills such as throwing and catching, along with nonlocomotor skills such as balance. The identification of gross motor delay with regard to FMS occurs when a child fails to achieve important developmental milestones, often lagging 2 years or more behind the typical age- based norm for that skill. The purpose of this entry is to provide a brief overview of FMS and describe gross motor delay in a variety of populations. The entry concludes by examining common interventions

Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample

AIM: This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. METHODS: FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. RESULTS: More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. CONCLUSION: This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms

How anxiety and incremental secondary task demands impact processing efficiency, visual search, and gait kinematics in older adults

Accepted author manuscript version reprinted, by permission, from Journal of Sport and Exercise Psychology, 2016, volume 38 (S1): pp.S55-S56, https://doi.org/10.1123/jsep.38.3.S1.S1. © Human Kinetics, Inc

a cross-cultural comparison between Portugal and the United States

Background: Motor competence and health-related fitness are important components for the development and maintenance of a healthy lifestyle in children. This study examined cross-cultural performances on motor competence and health-related fitness between Portuguese and U.S. children. Methods: Portuguese (n = 508; 10.14 +/- 2.13 years , mean +/- SD) and U.S. (n = 710; 9.48 +/- 1.62 years) children performed tests of cardiorespiratory fitness (Progressive Aerobic Cardiovascular Endurance Run), upper body strength (handgrip), locomotor skill performance (standing long jump), and object projection skill performance (throwing and kicking). Portuguese and U.S. children were divided into 2 age groups (6=9 and 10=13 years) for data analysis purposes. A two=factor one=way analysis of covariance (ANOVA) was conducted with the Progressive Aerobic Cardiovascular Endur ance Run, handgrip, standing long jump scores, kicking, and throwing speed (km/h) as dependent variables. Results: Results indicated that Portuguese children, irrespective of sex, presented better performances in locomotor and cardiorespiratory performance (standing long jump and Progressive Aerobic Cardiovascular Endurance Run) than U.S. children in both age bands. U.S. children outper formed Portuguese children during throwing and handgrip tests. Kicking tests presented gender differences: Portuguese boys and U.S. girls outperformed their internationally matched counterparts. Conclusion: Cultural differences in physical education curricula and sports participation may impact differences in motor competence and fitness development in these countries.4811-99FE-2ECD | Luis Paulo RodriguesN/

MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children’s Motor Skills and Parent Support for Physical Development

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to suppport their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21–79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children’s enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children

SKIPing to motor competence: the influence of project successful kinesthetic instruction for preschoolers on motor competence of disadvantaged preschoolers

Background: Preschool children who are at risk have been shown to demonstrate developmental delays in their fundamental motor skills. The body of research on motor skill development of children indicates that these children, when provided with motor skill instruction, significantly improved their locomotor and object control (OC) skill performances.Purpose: The purpose of this study and the primary research question was to examine the influence of two eight-week motor skill interventions (SKIP - successful kinesthetic instruction for preschoolers and SKIP-PI - SKIP-parent involvement) on the OC competence of preschoolers identified as disadvantaged.Participants and setting: Seventy-two children (36 girls and 36 boys) from two Head Start centers participated in this study. Both centers were the part of the same child development council and had the same standard Head Start curriculum.Data collection: Random assignment of children to intervention group in school A (SKIP or SKIP-PI) was performed. Random assignment of children to the comparison group in school B also occurred. Baseline measures of the test of gross motor development-2 (TGMD-2) were completed at the pretest. During the eight-week intervention the children received their regular Head Start program in addition to the SKIP and SKIP-PI conditions that took place during the school day. The comparison group received the regular Head Start program with no additional motor instruction. After completing the eight-week intervention all groups were tested on the TGMD-2 at the posttest and again one month after the intervention at a retention test. All data collection procedures were videotaped and analyzed by a trained researcher.Data analysis: Descriptive statistics were performed to ascertain baseline measures of OC performance. Two 3 group (SKIP, SKIP-PI, comparison)x2 time (pretest, posttest) or (posttest, retention test)x2 gender (girls, boys) analysis of variance (ANOVA) with repeat measures were conducted to examine the influence of the interventions on OC performance and whether any differences occurred by gender. The statistic of interest was a groupxtime interaction and the groupxtimexgender interaction for pretest to posttest' and posttest to retention test' separately. Follow-up tests were performed if necessary by Statistical Analysis Software to identify where the differences lie. For posttest and retention test, 3 group (SKIP, SKIP-PI, comparison)x2 gender (girls, boys) ANOVA was conducted to examine the group main effect, the gender main effect and the group by gender interaction.Findings: The findings indicated the SKIP and the SKIP-PI groups were significantly different from the comparison group (p<.017), but both groups were not significantly different in OC skills from pretest to posttest. The results also indicated the SKIP (p=.00) and the SKIP-PI (p=.01) were significantly different from the comparison group over time, but, both groups were not significantly different from posttest to retention test.Conclusions: Overall, these findings show that young children who are disadvantaged demonstrate delays in their motor skills prior to intervention. If high quality structured motor skill intervention in the form of SKIP is provided, they can gain significant improvements in their OC skill development

The effectiveness of aligned developmental feedback on the overhand throw in third-grade students

To improve student performance, teachers need to evaluate the developmental level of the child and to deliver feedback statements that correspond with the student’s ability to process the information delivered. Therefore, feedback aligned with the developmental level of the child (aligned developmental feedback – ADF) is sometimes considered to be the most appropriate type of feedback for improving student learning. It is assumed that the provision of ADF is beneficial in bringing about improvement in the learning of motor skills and subsequently in performance. However, the extent of the influence of ADF on motor performance remains unclear. This study examined the influence of ADF on students’ performance of the overhand throw for force in a naturalistic physical education setting