A Meta-Analysis of Studies on Fundamental Motor Skills in Children aged 3-12 years
DOI:
https://doi.org/10.37134/jsspj.vol13.1.3.2024Keywords:
children aged 3-12 years, fundamental motor skills, gross motor skills, fine motor skills, Assessment tools, intervention programsAbstract
The purpose of this study is to synthesize the recent 2019-2023 studies related to children's fundamental motor skills, and compare their assessment methods as well as intervention programs, providing a reference basis for the next choice and design. The Scopus database was used for this review. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used to identify relevant literature, with Cochrane Collaboration's tool for assessing the risk of bias using eligible studies critically appraised and 27 key studies were integrated for specialized analysis. The meta-synthesis revealed that 74% of studies related to the integrated development of children's fundamental motor skills used the TGMD2/3 (which does not include the assessment of fine motor skills). Ninety percent of studies designed fundamental motor skill interventions that included only gross motor skills (manipulatives and mobility) did not include fine motor skill interventions., and did not include fine motor skill intervention content design. In terms of the country of origin of the studies, the United States produced the most studies, followed by the United Kingdom. All other countries accounted for a relatively small number of studies, with 2021 seeing a peak in relevant studies.In the past five years, research on children's fundamental motor skills has revealed that most researchers tend to equate fundamental motor skills with gross motor skills (i.e., physical manipulative skills and mobility skills) and ignore actual direct fine motor skills assessment in their study. In terms of assessment tools, there is a tendency to favor the TGMD, with a lack of attempt to try more diverse tasks, and in terms of intervention program design, there is a tendency to focus on programs that promote gross motor skills and seem to ignore fine motor skills. The correlation and holistic design and research of fundamental motor skills (including gross motor skills as well as fine motor skills) is less. A comprehensive study of children's fundamental motor skill development and interventions would be more beneficial to practitioners in finding the best and most efficient approach.Downloads
References
Bezerra, T. A., Bandeira, P. F. R., de Souza Filho, A. N., Clark, C. C. T., Mota, J. A. P. S., Duncan, M. J., & de Lucena Martins, C. M. (2021). A network perspective on the relationship between moderate to vigorous physical activity and fundamental motor skills in early childhood. Journal of Physical Activity and Health, 18(7), 774-781.
Behan, S., Belton, S., Peers, C., O’connor, N. E., & Issartel, J. (2022). Exploring the relationships between fundamental movement skills and health related fitness components in children. European Journal of Sport Science, 22(2), 171-181.
Brian, A., Taunton Miedema, S., Starrett, A., Griffin, S., Stribing, A., Miedema, B., ... & Stodden, D. F. (2023). SKIPping with PALS: Exploring parental engagement in a motor intervention for their preschool children. Research Quarterly for Exercise and Sport, 94(3), 668-677.
Capio, C. M., & Eguia, K. F. (2021). Movement skills, perception, and physical activity of young children: A mediation analysis. Pediatrics International, 63(4), 442-447.
Costello, K., & Warne, J. (2020). A four-week fundamental motor skill intervention improves motor skills in eight to 10-year-old Irish primary school children. Cogent Social Sciences, 6(1), 1724065.
Coppens, E., Rommers, N., Bardid, F., Deconinck, F. J., De Martelaer, K., D’Hondt, E., & Lenoir, M. (2021). Long‐term effectiveness of a fundamental motor skill intervention in Belgian children: A 6‐year follow‐up. Scandinavian Journal of Medicine & Science in Sports, 31, 23-34.
da Silva, R. H., Nobre, G. C., Pessoa, M. L. F., Soares, Í. A., Bezerra, J., Gaya, A. R., ... & Martins, C. M. (2024). Physical activity during school-time and fundamental movement skills: a study among preschoolers with and without physical education classes. Physical Education and Sport Pedagogy, 29(3), 302-314.
Duncan, M. J., Hames, T., & Eyre, E. L. (2019). Sequencing effects of object control and locomotor skill during integrated neuromuscular training in 6-to 7-year-old children. The Journal of Strength & Conditioning Research, 33(8), 2262-2274.
Foweather, L., Crotti, M., Foulkes, J. D., O’Dwyer, M. V., Utesch, T., Knowles, Z. R., & Stratton, G. (2021). Foundational movement skills and play behaviors during recess among preschool children: A compositional analysis. Children, 8(7), 543.
Gu, X., Tamplain, P. M., Chen, W., Zhang, T., Keller, M. J., & Wang, J. (2021). A mediation analysis of the association between fundamental motor skills and physical activity during middle childhood. Children, 8(2), 64.
He, Q., Ng, J. Y., Cairney, J., Bedard, C., & Ha, A. S. (2021). Association between physical activity and fundamental movement skills in preschool-aged children: does perceived movement skill competence mediate this relationship?. International Journal of Environmental Research and Public Health, 18(3), 1289.
Herrmann, C., Bretz, K., Kühnis, J., Seelig, H., Keller, R., & Ferrari, I. (2021). Connection between social relationships and basic motor competencies in early childhood. Children, 8(1), 53.
Johnstone, A., Hughes, A. R., Bonnar, L., Booth, J. N., & Reilly, J. J. (2019). An active play intervention to improve physical activity and fundamental movement skills in children of low socio-economic status: feasibility cluster randomised controlled trial. Pilot and Feasibility Studies, 5, 1-13.
Juliantine, T., Setiawan, E., Jumareng, H., Gani, R. A., & Asnaldi, A. (2022). Do fundamental movement skills, physical activity and enjoyment among inactive student during the covid-19 era improve after exergame?. Journal of Physical Education, 33, e3327.
Kelly, L., O’Connor, S., Harrison, A. J., & Ní Chéilleachair, N. J. (2021). Effects of an 8-week school-based intervention programme on Irish school children's fundamental movement skills. Physical Education and Sport Pedagogy, 26(6), 593-612.
Kim, P. K., Annemarie, A. D. W., Remo, R. M., Teun, T. R., Dave, D. V. K., Ingrid, I. V. A., ... & Sanne, S. D. V. (2022). Differences in motor competence, enjoyment and weight status of young children (4-6 years). Journal of Physical Education and Sport, 22(6), 1471-1479.
Lee, J., Zhang, T., Chu, T. L., & Gu, X. (2020). Effects of a need-supportive motor skill intervention on children’s motor skill competence and physical activity. Children, 7(3), 21.
Li, F., Yin, L., Sun, M., & Gao, Z. (2022). Examining relationships among Chinese preschool Children’s meeting 24-hour movement guidelines and fundamental movement skills. Journal of Clinical Medicine, 11(19), 5623.
Miedema, S. T., Brian, A., Pennell, A., Lieberman, L., True, L., Webster, C., & Stodden, D. (2021). The effects of an integrative, universally designed motor skill intervention for young children with and without disabilities. Adapted Physical Activity Quarterly, 39(2), 179-196.
Mombarg, R., de Bruijn, A. G. M., Smits, I. A. M., Hemker, B. T., Hartman, E., Bosker, R. J., & Timmermans, A. C. (2023). Development of fundamental motor skills between 2006 and 2016 in Dutch primary school children. Physical Education and Sport Pedagogy, 28(6), 583-600.
Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 98-105.
Plazibat, K., Karuc, J., & Vidranski, T. (2021). Effects of different multi-year physical exercise programs on motor skills in preschool children. Journal of Functional Morphology and Kinesiology, 6(3), 74.
Roscoe, C. M., James, R. S., & Duncan, M. J. (2019). Accelerometer-based physical activity levels, fundamental movement skills and weight status in British preschool children from a deprived area. European Journal of Pediatrics, 178, 1043-1052.
Sgro, F., Quinto, A., Platania, F., & Lipoma, M. (2019). Assessing the impact of a physical education project based on games approach on the actual motor competence of primary school children. Journal of Physical Education and Sport, 19, 781-786.
Tsiros, M. D., Shahrin, S., Mackintosh, S., & Thewlis, D. (2022). Setting up girls for success in fundamental motor skills: The role of balance in 8-10 year olds. Journal of Sports Sciences, 40(19), 2200-2207.
Trost, S. G., & Brookes, D. S. (2021). Effectiveness of a novel digital application to promote fundamental movement skills in 3-to 6-year-old children: A randomized controlled trial. Journal of Sports Sciences, 39(4), 453-459.
Webster, E. K., Sur, I., Stevens, A., & Robinson, L. E. (2021). Associations between body composition and fundamental motor skill competency in children. BMC pediatrics, 21, 1-8.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Wenming Jiang, Ahmad Alhussin Alali, Nur Ikhwan Mohamad, Mohd Hafizuddin Baki, Novadri Ayubi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
