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

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

‘Deliberate Preparation’ as an evidence-based focus for primary physical education

There is substantial scientific research suggesting the physical and psychological health benefits of a physically active lifestyle. Consequently, governments worldwide prioritize policies, finances, and resources in healthcare, education, and sports sectors to increase mass participation in physical activity. However, practices in physical activity promotion are often not underpinned by evidence-based standardization that is requisite in other domains of epidemiology. The aim of this article is to examine critically the available scientific research on promoting life-long physical activity participation and to propose an evidence-based model for implementation in school physical education. Reasons are discussed as to why programs that integrate physical, psychological, and behavioral skills have been long acknowledged in physical education and physical activity domains but remain lacking in empirical validation. Finally, future directions are suggested that are required to examine the application of this approach to practice in primary-level physical education

Guided play and free play in an enriched environment: impact on motor development

The purpose of this study was to investigate the effects of guided play and free play in an enriched environment intervention programs using motor skill development in kindergarten children. Seventy-one children attending kindergarten classes were assigned to two experimental groups and one control group. Participants performed the Test of Gross Motor Development-2 before and after the intervention period. Results revealed that both boys and girls in the guided play group showed motor skill improvement, whereas no changes were observed in motor development in the boys and girls assigned to the free play in enriched environment group, nor in those in the control group. These findings indicate that the teacher’s role in the guided play intervention was crucial to help preschool children to improve their performance.CIEC – Research Centre on Child Studies, UM (FCT R&D 317

The effect of a motor skill intervention on the fundamental motor skills and sustained activity of African-American preschoolers who are at-risk

Thesis (Ph. D.)--Michigan State University. Department of Physical Education and Exercise Science, 1994Includes bibliographical references (pages 241-250

The Valemee Visual System Helps Reduce Risk for Chronic Illness by Promoting Physical Fitness, Self-Efficacy and Independence in Adults with Intellectual Disabilities: A Collaborative Study

Introduction Sedentary behavior among individuals with intellectual disabilities, driven by barriers such as limited access to adapted programs and low self-efficacy, contributes to chronic health conditions. A multidisciplinary group of researchers consisting of exercise scientists and intellectual disability experts from three universities, in consultation with a small business owner, evaluated the effectiveness of the Valemee Visual System (VVS) in improving physical fitness and promoting exercise independence in individuals with intellectual disabilities. The VVS is a novel tool offering visual support and structured exercise programming for this population. Methods Using a repeated measures design, 22 participants (ages 22-44) with mild to moderate disabilities participated in an 8-week exercise program intervention. The VVS was used to during this intervention to support the total body fitness training. Results Significant improvements in fitness tests, including grip strength, sit-to-stand performance, bench press capacity, 400-m walk time, and flexibility, were observed. Self-efficacy increased, and participants exhibited reduced reliance on prompts, indicating greater independence and autonomy for exercise participation. Conclusions The VVS can enhance exercise accessibility and physical fitness in adults with intellectual disabilities. This tool also shows promise in increasing adherence, supporting long-term health and reducing chronic disease risk

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

Assessment of motor functioning in the preschool period

The assessment of motor functioning in young children has become increasingly important in recent years with the acknowledgement that motor impairment is linked with cognitive, language, social and emotional difficulties. However, there is no one gold standard assessment tool to investigate motor ability in children. The aim of the current paper was to discuss the issues related to the assessment of motor ability in young pre-school children and to provide guidelines on the best approach for motor assessment. The paper discusses the maturational changes in brain development at the preschool level in relation to motor ability. Other issues include sex differences in motor ability at this young age, and evidence for this in relation to sociological versus biological influences. From the previous literature it is unclear what needs to be assessed in relation to motor functioning. Should the focus be underlying motor processes or movement skill assessment? Several key assessment tools are discussed that produce a general measure of motor performance followed by a description of tools that assess specific skills, such as fine and gross motor, ball and graphomotor skills. The paper concludes with recommendations on the best approach in assessing motor function in pre-school children

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/