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Relationship between Fundamental Movement Skills and Physical Activity in Preschool-Aged Children: A Systematic Review.

ABSTRACT: Preschool-aged children are in a critical period of developing fundamental movement skills (FMS). FMS have a close link with physical activity (PA). This study aimed to systematically review the associations between FMS and PA in preschool-aged children. Searching Cochrane Library, Web of Science, PubMed, ScienceDirect, and EBSCO (including SPORTDiscus, ERIC, and Academic Search Premier) was utilized to conduct a systematic review of the available literature. Studies were included if they examined associations between FMS and PA among typically developing children aged 3-6 years, published between January 2000 and April 2020. A total of 26 studies met the inclusion criteria, including 24 cross-sectional studies and two cohort studies. There was a strong level of evidence to support low to moderate associations between moderate to vigorous physical activity and components of FMS, specifically, the total FMS (r = 0.11-0.48, R2 = 16%-19%) and object control skill (r = 0.16-0.46, ? = 0.28-0.49, R2 = 10.4%-16.9%). Similar associations were also found between the total physical activity and components of FMS, specifically, the total FMS (r = 0.10-0.45, R2 = 16%), locomotor skills (r = 0.14-0.46, R2 = 21.3%), and objective control skills (r = 0.16-0.44, ? = 0.47, R2 = 19.2%). There was strong evidence that there is no significant association between light physical activity and FMS, specifically, total FMS and locomotor skills. The associations, including "stability skills-PA" and "locomotor skills-moderate to vigorous PA", were uncertain due to insufficient evidence. Our findings provide strong evidence of associations between specific FMS components and a specific PA intensity. Future studies should consider using a longitudinal study design in order to explore the causal relationship between specific-intensity PA and the FMS subdomain.

SUBMITTER: Xin F

PROVIDER: S-EPMC7277928 | biostudies-literature | 2020 May

REPOSITORIES: biostudies-literature

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Relationship between Fundamental Movement Skills and Physical Activity in Preschool-Aged Children: A Systematic Review.

Xin Fei F Chen Si-Tong ST Clark Cain C Hong Jin-Tao JT Liu Yang Y Cai Yu-Jun YJ

International journal of environmental research and public health 20200519 10

Preschool-aged children are in a critical period of developing fundamental movement skills (FMS). FMS have a close link with physical activity (PA). This study aimed to systematically review the associations between FMS and PA in preschool-aged children. Searching Cochrane Library, Web of Science, PubMed, ScienceDirect, and EBSCO (including SPORTDiscus, ERIC, and Academic Search Premier) was utilized to conduct a systematic review of the available literature. Studies were included if they examin ...[more]

PMID: 32438736

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Project description:Preschool children are recommended to participate in a minimum of 180-min physical activity (PA) per day to enhance their development and overall health. Low PA and increased obesity are thought to be linked to low mastery of fundamental movement skills (FMS) in preschool children. This study sought to investigate whether FMS influences PA levels and weight status in preschool children, in an area of low socioeconomic status. Secondary aims of this study were to determine whether gender or day of the week affected the primary outcomes. One hundred eighty-five preschool children aged 3-4 years old, participated in the study. FMS proficiency was determined using the Test of Gross Motor Development-2. PA was determined using triaxial accelerometry over a 4-day period. None of the samples met the recommended 180 min of PA. There were no significant differences in PA or weight status between preschool children with high, medium or low FMS mastery (P?<?0.05). There were also no significant correlations between overall FMS and moderate to vigorous PA during the week or weekend days.Conclusion: Girls scored significantly greater at the hop, leap, and skip (locomotor skills) and the boys significantly higher at the kick (object control) (P?<?0.05). There were no significant differences in PA or weight status between preschool children with high, medium, or low FMS mastery, possibly because FMS mastery had not developed to a high enough level to affect PA and FMS are considered independent of physical fitness and physical features, such as weight and height. What is Known: •FMS are commonly developed in early childhood, providing the building blocks for future motor skills, good health and lifelong PA. •No study to date has measured FMS, PA levels and weight status in preschool children, to determine whether FMS competency influences PA levels and weight status in preschool children, in an area of low SES. What is New: •FMS competency did not appear to influence the level of PA or weight status in this sample of UK preschool children from a low SES area. •PA and FMS may not be fully established and consequently not strongly linked at the ages of 3-4 years, therefore, the preschool years could be influential in providing a window to maximise input of good/optimal development of motor competence before the proficiency barrier sets in and we need remedial intervention.

Project description:BACKGROUND:Children's physical activity levels are low and efforts to improve their physical activity levels have proven difficult. Freely chosen and unstructured physical activity (active play) has the potential to be promoted in a variety of settings and potentially every day of the year in contrast to other physical activity domains, but active play interventions are an under-researched area. Therefore, the primary aim of this systematic review was to determine the effect of active play interventions on children's physical activity levels, particularly moderate-to-vigorous intensity physical activity (MVPA), and fundamental movement skills (FMS). METHODS:Studies were included if they were solely or predominantly active play randomised, or cluster randomised controlled trials that targeted children aged 3-12 years. They had to report on at least one of the following outcomes: objectively measured physical activity, FMS, cognition and weight status. During December 2016, four databases (PE Index, SPORTDiscus, Medline and ERIC) were searched for relevant titles. Duplicates and irrelevant titles and abstracts were removed. The included studies had their quality assessed using the Effective Public Health Practice Project (EPHPP) tool. Suitable studies were combined in a meta-analysis using a random-effect model. A narrative synthesis was conducted for all outcomes. RESULTS:Of the 4033 records, 91 studies were eligible for full text screening, of which 87 were removed, leaving four studies (representing five papers). The meta-analysis of two studies highlighted there was no significant effect of active play interventions on MVPA. However, the narrative synthesis suggested that active play interventions may increase total volume of physical activity. Only two studies examined the effect of active play interventions on children's FMS, one study examined effects on weight status and none examined effects on cognition. CONCLUSIONS:Due to the small number of eligible studies and their heterogeneity, the review could not draw firm conclusions on the effect of active play interventions on children's physical activity levels. High-quality active play interventions, targeting different times of the day (school and after school) in different populations and settings, and with a wider range of outcomes, are required to determine the potential of active play.

Project description:ObjectivesThe primary purpose of this review was to clarify the effects of school-based integrated neuromuscular training (INT) on fundamental movement skills and physical fitness in children. The secondary purpose was to examine whether school-based INT intervention is superior to physical education (PE) intervention in enhancing motor skills and fitness.MethodsA systematic literature search was performed in four electronic databases: PubMed, Web of Science, MEDLINE (EBSCOhost), and Cochrane Central Register of Controlled Trials. The last search was performed on December 21, 2021, and was limited to the English language, human species, and peer reviewed journals. Randomized controlled trials and cluster randomized controlled trials that examine the effects of school-based INT on motor skills and/or fitness in healthy children who were aged up to 14 years old were included. Moreover, studies included in this study should compare school-based INT-induced adaptions with those generated by PE interventions. Studies that involve athletic children and additional exercise training were excluded. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the study.ResultsOf 1,026 studies identified, seven original trials that meet the inclusion criteria were included in this review. Based on the PEDro scale, the PEDro score of seven studies was between six and eight points with a mean score of 5.29. Among the seven studies included in this study, four studies assessed physical fitness including muscular fitness (n = 4), speed (n = 3), endurance (n = 2), and flexibility (n = 2). Three studies examined the effects of INT on postural control and three studies explored its effects on motor skills. Concerning movement competence, significant and greater improvements in postural control and fundamental motor skills were observed following school-based INT interventions compared to PE intervention in two and three studies, respectively. Regarding physical fitness, neuromuscular training significantly increased muscular fitness, speed, endurance, flexibility in three, two, one, and one studies, respectively. However, only greater improvements in muscle fitness were observed in school-based INT group compared to PE group. The main limitations of this review were the lack of descriptions of training intensity and volume and the low methodological quality of the included studies.ConclusionThis review provides evidence that school-based neuromuscular training programs are superior to PE lessons in improving postural control, fundamental motor skills and muscular strength. Therefore, INT could be incorporated into traditional physical education classes in school. Trial registration number: CRD42022297349.

Project description:BACKGROUND:Movement behaviours (e.g., sleep, sedentary behaviour, and physical activity) in isolation have demonstrated benefits to preschool-aged children's development. However, little is known on the integrated nature of movement behaviours and their relationship to healthy development in this age range. Thus, the objective of this study was to examine the relationships between accelerometer-derived movement behaviours and indicators of physical, cognitive, and social-emotional development using compositional analyses in a sample of preschool-aged children. METHODS:Children (n = 95) were recruited in Edmonton, Canada. Movement behaviours were measured with ActiGraph wGT3X-BT accelerometers worn 24 hours/day. Physical (i.e., body mass index [BMI] z-scores, percent of adult height, and motor skills), cognitive (i.e., working memory, response inhibition, and vocabulary), and social-emotional (i.e., sociability, externalizing, internalizing, prosocial behaviour, and cognitive, emotional, and behavioural self-regulation) development were assessed. Objective height and weight were measured for BMI z-scores and percent of adult height, while the Test of Gross Motor Development-2 was used to assess motor skills. The Early Years Toolbox was used to assess all cognitive and social-emotional development indicators. Compositional linear regression models and compositional substitution models were conducted in R. RESULTS:Children accumulated 11.1 hours of sleep, 6.1 hours of stationary time, 5.1 hours of light-intensity physical activity (LPA), and 1.8 hours of moderate- to vigorous-intensity physical activity (MVPA) per day. Movement behaviour compositions were significantly associated with physical (i.e., locomotor skills, object motor skills, and total motor skills) and cognitive (i.e., working memory and vocabulary) development (R2 range: 0.11-0.18). In relation to other movement behaviours in the composition, MVPA was positively associated with most physical development outcomes; while stationary time had mixed findings for cognitive development outcomes (i.e., mainly positive associations in linear regressions but non-significant in substitution models). Most associations for LPA and sleep were non-significant. CONCLUSIONS:The overall composition of movement behaviors appeared important for development. Findings confirmed the importance of MVPA for physical development. Mixed findings between stationary time and cognitive development could indicate this sample engaged in both beneficial (e.g., reading) and detrimental (e.g., screen time) stationary time. However, further research is needed to determine the mechanisms for these relationships.

Dataset Information

Relationship between Fundamental Movement Skills and Physical Activity in Preschool-Aged Children: A Systematic Review.

Publications

Relationship between Fundamental Movement Skills and Physical Activity in Preschool-Aged Children: A Systematic Review.

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