Psychology › Developmental and Educational Psychology

Children's Physical and Motor Development

Works Count: 54463

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Description

This cluster of papers explores the developmental perspective on motor skill competence, focusing on the interrelation of motor development and cognitive development, the impact of motor competence on physical activity and health trajectories, and the psychosocial implications of poor motor coordination in children and adolescents. It also delves into the assessment, diagnosis, and interventions for developmental coordination disorder, as well as the relationship between fundamental movement skills, physical literacy, and overall well-being.

Keywords

Motor Skill Competence; Developmental Coordination Disorder; Physical Activity; Cognitive Development; Motor Development; Childhood Motor Skills; Physical Literacy; Gross Motor Skills; Fine Motor Skills; Psychosocial Implications

The Structure and Function of Muscle

1973-01-01

Geoffrey H. Bourne

Neuromechanics of Human Movement

2015-01-01

Roger M. Enoka

<JATS1:p>Neuromechanics of Human Movement, Fifth Edition, draws on the disciplines of neurophysiology and physics to explore how the nervous system controls the actions of muscles to produce human motion. This … <JATS1:p>Neuromechanics of Human Movement, Fifth Edition, draws on the disciplines of neurophysiology and physics to explore how the nervous system controls the actions of muscles to produce human motion. This contemporary approach is much different from the traditional approach, which focuses solely on mechanics and does not consider the role of the sensorimotor system in the control of human movement. Authored by Roger Enoka, a widely recognized and esteemed scholar in neuromechanics, this influential text is an essential resource in biomechanics, motor learning, and applied physiology, making complex information accessible to students. With material based on updated research in the field, this fifth edition provides a scientific foundation to the study of human movement, and as such it uses precise terms and definitions when discussing ideas. The text includes 70 practical learning examples, giving students the opportunity to work through a variety of problems and explore current research and applications. Content is visually reinforced with 341 figures, including specific illustrations of the neuromechanics involved in sport and rehabilitation movements.</JATS1:p>

Motor Competence and its Effect on Positive Developmental Trajectories of Health

2015-07-22

Leah E. Robinson , David F. Stodden , Lisa M. Barnett +4 more

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Dexterity and its development

1996-10-01

Nicholai A. Bernstein

This conceptual framework for understanding the career development process defines career development as a continuous process of matching individual characteristics with organizational role requirements.Responsibility for achieving effective matching rests both … This conceptual framework for understanding the career development process defines career development as a continuous process of matching individual characteristics with organizational role requirements.Responsibility for achieving effective matching rests both with individuals and with organizations.The relative emphasis on individual efforts and organizational efforts over different phases of the career development process as a function of changing individual needs and role requirements.Summaries of research projects undertaken in the Professional Development Research Program are included in this report and present the 'evolution of a self-development/career planning technique incorporating these processes: (1) structured forecasting, by which individuals can identify potential gaps between present skills and role requirements and probable future role requirements, (2) goal setting and goal clarification, (3) strategy and action planning, (4) reality-testing and public commitment, and (5) identifying and using a continuous support system ( "relevant others") in the implementation of personal plans.

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Youth Resistance Training: Updated Position Statement Paper From the National Strength and Conditioning Association

2009-08-01

Avery D. Faigenbaum , William J. Kraemer , Cameron J.R. Blimkie +4 more

Faigenbaum, AD, Kraemer, WJ, Blimkie, CJR, Jeffreys, I, Micheli, LJ, Nitka, M, and Rowland, TW. Youth resistance training: Updated position statement paper from the National Strength and Conditioning Association. J … Faigenbaum, AD, Kraemer, WJ, Blimkie, CJR, Jeffreys, I, Micheli, LJ, Nitka, M, and Rowland, TW. Youth resistance training: Updated position statement paper from the National Strength and Conditioning Association. J Strength Cond Res 23(5): S60-S79, 2009-Current recommendations suggest that school-aged youth should participate daily in 60 minutes or more of moderate to vigorous physical activity that is developmentally appropriate and enjoyable and involves a variety of activities (219). Not only is regular physical activity essential for normal growth and development, but also a physically active lifestyle during the pediatric years may help to reduce the risk of developing some chronic diseases later in life (196). In addition to aerobic activities such as swimming and bicycling, research increasingly indicates that resistance training can offer unique benefits for children and adolescents when appropriately prescribed and supervised (28,66,111,139,147,234). The qualified acceptance of youth resistance training by medical, fitness, and sport organizations is becoming universal (5,6,8,12,18,33,104,167,192,215). Nowadays, comprehensive school-based programs are specifically designed to enhance health-related components of physical fitness, which include muscular strength (169). In addition, the health club and sport conditioning industry is getting more involved in the youth fitness market. In the U.S.A., the number of health club members between the ages of 6 and 17 years continues to increase (127,252) and a growing number of private sport conditioning centers now cater to young athletes. Thus, as more children and adolescents resistance train in schools, health clubs, and sport training centers, it is imperative to determine safe, effective, and enjoyable practices by which resistance training can improve the health, fitness, and sports performance of younger populations. The National Strength and Conditioning Association (NSCA) recognizes and supports the premise that many of the benefits associated with adult resistance training programs are attainable by children and adolescents who follow age-specific resistance training guidelines. The NSCA published the first position statement paper on youth resistance training in 1985 (170) and revised this statement in 1996 (72). The purpose of the present report is to update and clarify the 1996 recommendations on 4 major areas of importance. These topics include (a) the potential risks and concerns associated with youth resistance training, (b) the potential health and fitness benefits of youth resistance training, (c) the types and amount of resistance training needed by healthy children and adolescents, and (d) program design considerations for optimizing long-term training adaptations. The NSCA based this position statement paper on a comprehensive analysis of the pertinent scientific evidence regarding the anatomical, physiological, and psychosocial effects of youth resistance training. An expert panel of exercise scientists, physicians, and health/physical education teachers with clinical, practical, and research expertise regarding issues related to pediatric exercise science, sports medicine, and resistance training contributed to this statement. The NSCA Research Committee reviewed this report before the formal endorsement by the NSCA. For the purpose of this article, the term children refers to boys and girls who have not yet developed secondary sex characteristics (approximately up to the age of 11 years in girls and 13 years in boys; Tanner stages 1 and 2 of sexual maturation). This period of development is referred to as preadolescence. The term adolescence refers to a period between childhood and adulthood and includes girls aged 12-18 years and boys aged 14-18 years (Tanner stages 3 and 4 of sexual maturation). The terms youth and young athletes are broadly defined in this report to include both children and adolescents. By definition, the term resistance training refers to a specialized method of conditioning, which involves the progressive use of a wide range of resistive loads and a variety of training modalities designed to enhance health, fitness, and sports performance. Although the term resistance training, strength training, and weight training are sometimes used synonymously, the term resistance training encompasses a broader range of training modalities and a wider variety of training goals. The term weightlifting refers to a competitive sport that involves the performance of the snatch and clean and jerk lifts. This article builds on previous recommendations from the NSCA and should serve as the prevailing statement regarding youth resistance training. It is the current position of the NSCA that: A properly designed and supervised resistance training program is relatively safe for youth. A properly designed and supervised resistance training program can enhance the muscular strength and power of youth. A properly designed and supervised resistance training program can improve the cardiovascular risk profile of youth. A properly designed and supervised resistance training program can improve motor skill performance and may contribute to enhanced sports performance of youth. A properly designed and supervised resistance training program can increase a young athlete's resistance to sports-related injuries. A properly designed and supervised resistance training program can help improve the psychosocial well-being of youth. A properly designed and supervised resistance training program can help promote and develop exercise habits during childhood and adolescence.

Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity

2008-10-26

Lisa M. Barnett , Eric van Beurden , Philip J. Morgan +2 more

Promoting Physical Activity in Children and Youth

2006-08-15

Russell R. Pate , Michael Davis , Thomas N. Robinson +3 more

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Effect of Physical Education and Activity Levels on Academic Achievement in Children

2006-08-01

Dawn P. Coe , James M. Pivarnik , Christopher J. Womack +2 more

Purpose: This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in middle school children. Methods: Participants were 214 sixth-grade students … Purpose: This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in middle school children. Methods: Participants were 214 sixth-grade students randomly assigned to physical education during either first or second semesters. Moderate and vigorous physical activity (MVPA) (number of 30-min time blocks) outside of school was assessed using the 3-d physical activity recall (3DPAR). The 3DPAR time blocks were converted to ordinal data with scores of 1 (no activity), 2 (some activity), or 3 (activity meeting Healthy People 2010 guidelines). Academic achievement was assessed using grades from four core academic classes and standardized test scores (Terra Nova percentiles). Results: Grades were similar regardless of whether students were enrolled in physical education during first or second semesters. Physical education classes averaged only 19 min of MVPA. Students who either performed some or met Healthy People 2010 guidelines for vigorous activity had significantly higher grades (P < 0.05) than students who performed no vigorous activity in both semesters. Moderate physical activity did not affect grades. Standardized test scores were not significantly related to physical education class enrollment or physical activity levels. Conclusion: Although academic achievement was not significantly related to physical education enrollment, higher grades were associated with vigorous physical activity, particularly activity meeting recommended Healthy People 2010 levels.

The measurement of volume changes in human limbs

1953-07-28

R. J. Whitney

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Physical Education and Sport in Schools: A Review of Benefits and Outcomes

2006-09-15

Richard Bailey

This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. … This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. Research evidence is presented in terms of children's development in a number of domains: physical, lifestyle, affective, social, and cognitive. The review suggests that PES have the potential to make significant and distinctive contributions to development in each of these domains. It is suggested that PES have the potential to make distinctive contributions to the development of children's fundamental movement skills and physical competences, which are necessary precursors of participation in later lifestyle and sporting physical activities. They also, when appropriately presented, can support the development of social skills and social behaviors, self-esteem and proschool attitudes, and, in certain circumstances, academic and cognitive development. The review also stresses that many of these benefits will not necessarily result from participation, per se; the effects are likely to be mediated by the nature of the interactions between students and their teachers, parents, and coaches who work with them. Contexts that emphasize positive experiences, characterized by enjoyment, diversity, and the engagement of all, and that are managed by committed and trained teachers and coaches, and supportive and informed parents, significantly influence the character of these physical activities and increase the likelihood of realizing the potential benefits of participation.

Neuroplasticity Subserving Motor Skill Learning

2011-11-01

Eran Dayan , Leonardo G. Cohen

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Synthesizing standardized mean‐change measures

1988-11-01

Betsy Jane Becker

A new approach is presented for the meta‐analysis of data from pre‐test‐post‐test designs. With this approach, data from studies using different designs may be compared directly and studies without control … A new approach is presented for the meta‐analysis of data from pre‐test‐post‐test designs. With this approach, data from studies using different designs may be compared directly and studies without control groups need not be omitted. The approach is based on a ‘standardized mean‐change’ measure, computed for each sample within a study, and involves analysis of the standardized mean changes and differences in the standardized mean changes. Analyses are illustrated using results of studies of the effectiveness of mental practice on motor‐skill development.

Physical education, school physical activity, school sports and academic performance

2008-01-01

François Trudeau , Roy J. Shephard

The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical … The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

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The Relationship Between Motor Proficiency and Physical Activity in Children

2006-12-01

Brian H. Wrotniak , Leonard H. Epstein , Joan M. Dorn +2 more

OBJECTIVES. Youth with better motor abilities may find it easier to be physically active and may be more likely to engage in physical activity compared with peers with poorer motor … OBJECTIVES. Youth with better motor abilities may find it easier to be physically active and may be more likely to engage in physical activity compared with peers with poorer motor competence. The purpose of this study was to examine the relationship between motor proficiency and physical activity in 8- to 10-year-old children. Self-efficacy toward physical activity was also assessed. METHODS. Sixty-five children (34 girls and 31 boys) were studied. Children's physical activity was assessed by the Manufacturing Technologies Incorporated/Computer Science and Applications Incorporated model 7164 accelerometer, and their motor proficiency was determined by the Bruininks-Oseretsky Test of Motor Proficiency. The Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity scale measured children's self-perceptions of adequacy in performing and desire to participate in physical activities. RESULTS. Children's motor proficiency was positively associated with activity counts and percentage of time in moderate and moderate-to-vigorous intensity physical activity and inversely related to percentage of time in sedentary activity. Children in the greatest quartile of motor proficiency were the most physically active compared with children with lower levels of motor proficiency who had similar levels of physical activity. Children with greater standardized BMI were less physically active, more sedentary, and had poorer motor proficiency compared with children with a lower standardized BMI. Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity scores were positively associated with Bruininks-Oseretsky Test of Motor Proficiency standard score for boys. Children's motor proficiency explained an additional 8.7% of the variance in physical activity in multiple linear regression after controlling for factors that may influence physical activity. CONCLUSIONS. Motor proficiency is positively associated with physical activity and inversely associated with sedentary activity in children, but there may be a threshold of motor proficiency above which children may be the most physically active. Children's motor proficiency may be an appropriate target for increasing physical activity in youth.

Physical fitness in childhood and adolescence: a powerful marker of health

2007-11-27

Francisco B. Ortega , Jonatan R. Ruiz , Manuel J. Castillo +1 more

Fundamental Movement Skills in Children and Adolescents

2010-11-09

David R. Lubans , Philip J. Morgan , Dylan P. Cliff +2 more

Psychosocial implications of poor motor coordination in children and adolescents

2001-03-01

Rosemary Skinner , Jan P. Piek

Clumsiness in Children‐Do they Grow out Of It? A 10‐Year Follow‐Up Study

1991-01-01

Anna Losse , Sheila Henderson , David Elliman +3 more

SUMMARY The question of whether problems of motor co‐ordination in early childhood recede with age has rarely been addressed. This paper reports the findings from a follow‐up study of 17 … SUMMARY The question of whether problems of motor co‐ordination in early childhood recede with age has rarely been addressed. This paper reports the findings from a follow‐up study of 17 children, identified by their teachers as having poor motor co‐ordination at age six. Now age 16, these children and their matched controls completed a battery of assessments. The results suggest that the majority of children still have difficulties with motor co‐ordination, have poor self‐concept and are experiencing problems of various kinds in school. However, there are individual differences in the extent to which the children have learned to cope with their continuing difficulties over the years. RÉSUMÉ Maladresse chez l'enfant: disparait‐elle? Etude de suivi durant dix ans La question de savoir si les problèmes de coordination de l'enfance régressent avec l'a&#x030c;ge a été rarement posée. L'article rapporte les données d'une étude longitudinale de 17 enfants, chez qui les enseignants avaient détecté une coordination motrice médiocre à l'a&#x030c;ge de six ans. Ces sujets ont étéévalués par une batterie, avec des contr&#x006f;&#x030c;les appariés, a l'a&#x030c;ge de 16 ans. Les résultats suggèrent que la majorité des sujets présentaient encore des difficultés en rapport avec une mauvaise coordination motrice, avaient une mauvaise image de leurs capacités et avaient eu des problèmes variés à l'école. Il y avait cependant des différences individuelles dans I'aptitude à intégrer les difficultés au cours des annees. ZUSAMMENFASSUNG Ungeschicklichkeit bei Kindern: wie stehen die Chancen für eine Normalisierung? Eine Verlaufstudie über 10 Jahre Es ist selten die Frage gestellt worden, ob Probleme der motorischen Koordination im frühen Kindesalter im Laufe der Jahre verschwinden. In dieser Arbeit werden die Ergebnisse einer Verlaufsstudie bei 17 Kindern dargestellt, die im Alter von sechs Jahren von ihren Lehrern eine schlechte Beurteilung ihrer motorischen Koordination bekommen hatten. Jetzt, im Alter von 16 Jahren, wurden diese Kinder, sowie ihre Kontrollen, einer Reihe von Untersuchungen unterzogen. Die Ergebnisse zeigen, da8 die Mehrzahl der Kinder noch immer Schwierigkeiten bei der motorischen Koordination, sowie ein mangelhaftes Selbstwertgefühl und verschiedene Probleme in der Schule hat. Es gibt jeoch individuelle Unterschiede, wie die Kinder gelernt haben, ihre fortbestehenden Schwierigkeiten im Verlaufe der Jahre zu meistern. RESUMEN Torpeza en niños:? Ilegan con la edad a libererse de ella? Estudio a lo largo de diez años Sólo muy raramente se ha planteado la pregunta de si los problemas de coordinación Ilegan a desaparecer con la edad. Este trabajo expone los hallazgos obtenidos en un estudio continuado de 17 niños, identificados por sus maestros como teniendo una coordinacion pobre a la edad de seis años. Ahora, con 16 años estos niños y un grupo control sa ha completado una bateria de exámenes. Los resultados sugieren que la mayoria de niños tienen todavia dificultades en la coordinacion motora. Tienen un autoconcepto pobre y sufren problemas de distinto tipo en la escuela. Sin embargo hay diferencias individuales concerniendo a lo aue el niño ha aprendido para adaptarse a sus continuas dificultades a lo largo de los años.

The role of early fine and gross motor development on later motor and cognitive ability

2008-02-05

Jan P. Piek , Lisa Dawson , Leigh M. Smith +1 more

Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior

2006-11-28

Matthew T. Mahar , Sheila K. Murphy , David A. Rowe +3 more

This study evaluated the effects of a classroom-based physical activity program on children's in-school physical activity levels and on-task behavior during academic instruction.Physical activity of 243 students was assessed during … This study evaluated the effects of a classroom-based physical activity program on children's in-school physical activity levels and on-task behavior during academic instruction.Physical activity of 243 students was assessed during school hours. Intervention-group students (N = 135) received a classroom-based program (i.e., Energizers). The control group (N = 108) did not receive Energizers. On-task behavior during academic instruction time was observed for 62 third-grade (N = 37) and fourth-grade students (N = 25) before and after Energizers activities. An independent groups t-test compared in-school physical activity levels between intervention and control classes. A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior. Additionally, a two-way (time [pre- vs postobservation] x period [baseline vs intervention]) repeated-measures analysis of variance compared on-task behavior between observation periods. Magnitudes of mean differences were evaluated with Cohen's delta (ES).Students in the intervention group took significantly (P < 0.05) more in-school steps (5587 +/- 1633) than control-group students (4805 +/- 1543), and the size of this difference was moderate (ES = 0.49). The intervention was effective in improving on-task behavior; after the Energizers were systematically implemented, on-task behavior systematically improved. The improvement in on-task behavior of 8% between the pre-Energizers and post-Energizers observations was statistically significant (P < 0.017), and the difference was moderate (ES = 0.60). Likewise, the least on-task students improved on-task behavior by 20% after Energizers activities. This improvement was statistically significant (P < 0.001) and meaningful (ES = 2.20).A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction.

Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial.

2011-01-01

Catherine L. Davis , Phillip D. Tomporowski , Jennifer E. McDowell +5 more

This experiment tested the hypothesis that exercise would improve executive function.Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± … This experiment tested the hypothesis that exercise would improve executive function.Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± 1.0 years, body mass index [BMI] = 26 ± 4.6 kg/m², BMI z-score = 2.1 ± 0.4) were randomized to 13 ± 1.6 weeks of an exercise program (20 or 40 min/day), or a control condition.Blinded, standardized psychological evaluations (Cognitive Assessment System and Woodcock-Johnson Tests of Achievement III) assessed cognition and academic achievement. Functional MRI measured brain activity during executive function tasks.Intent to treat analysis revealed dose-response benefits of exercise on executive function and mathematics achievement. Preliminary evidence of increased bilateral prefrontal cortex activity and reduced bilateral posterior parietal cortex activity attributable to exercise was also observed.Consistent with results obtained in older adults, a specific improvement on executive function and brain activation changes attributable to exercise were observed. The cognitive and achievement results add evidence of dose-response and extend experimental evidence into childhood. This study provides information on an educational outcome. Besides its importance for maintaining weight and reducing health risks during a childhood obesity epidemic, physical activity may prove to be a simple, important method of enhancing aspects of children's mental functioning that are central to cognitive development. This information may persuade educators to implement vigorous physical activity.

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Activities and Programs That Improve Children’s Executive Functions

2012-10-01

Adele Diamond

Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. … Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. Various activities appear to improve children's EFs. The best evidence exists for computer-based training, traditional martial arts, and two school curricula. Weaker evidence, though strong enough to pass peer review, exists for aerobics, yoga, mindfulness, and other school curricula. Here I address what can be learned from the research thus far, including that EFs need to be progressively challenged as children improve and that repeated practice is key. Children devote time and effort to activities they love; therefore, EF interventions might use children's motivation to advantage. Focusing narrowly on EFs or aerobic activity alone appears not to be as efficacious in improving EFs as also addressing children's emotional, social, and character development (as do martial arts, yoga, and curricula shown to improve EFs). Children with poorer EFs benefit more from training; hence, training might provide them an opportunity to "catch up" with their peers and not be left behind. Remaining questions include how long benefits of EF training last and who benefits most from which activities.

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Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students

2007-04-01

Darla M. Castelli , Charles H. Hillman , Sarah Buck +1 more

The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure … The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies.

Reference values for extremity muscle strength obtained by hand-held dynamometry from adults aged 20 to 79 years

1997-01-01

Richard W. Bohannon

The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids.

1997-08-01

James F. Sallis , Thom McKenzie , Jennifer E. Reyes Alcaraz +3 more

OBJECTIVES: This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school. METHODS: Seven schools … OBJECTIVES: This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school. METHODS: Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students with complete data. RESULTS: Students spent more minutes per week being physically active in specialist-led (40 min) and teacher-led (33 min) physical education classes than in control classes (18 min; P < .001). After 2 years, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance (P < .001) and cardiorespiratory endurance (P < .001). There were no effects on physical activity outside of school. CONCLUSIONS: A health-related physical education curriculum can provide students with substantially more physical activity during physical education classes. Improved physical education classes can potentially benefit 97% of elementary school students.

The Health Benefits of Muscular Fitness for Children and Adolescents: A Systematic Review and Meta-Analysis

2014-04-30

Jordan Smith , Narelle Eather , Philip J. Morgan +3 more

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Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise

2010-09-16

John R. Best

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A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship

2008-05-01

David F. Stodden , Jacqueline D. Goodway , Stephen J. Langendorfer +4 more

Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels … Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels throughout the lifespan. We contend that previous research has failed to consider the dynamic and synergistic role that motor skill competence plays in the initiation, maintenance, or decline of physical activity and how this role might change across developmental time. In this article, we present a conceptual model hypothesizing the relationships among physical activity, motor skill competence, perceived motor skill competence, health-related physical fitness, and obesity. We contend that the development of motor skill competence is a primary underlying mechanism that promotes engagement in physical activity.

The intrinsic factors in the act of progression in the mammal

1911-12-08

Thomas Graham Brown

Whilst the act of progression is being performed, the several limbs exhibit rhythmic movements of flexion and of extension. When any limb is in contact with the ground, it extends, … Whilst the act of progression is being performed, the several limbs exhibit rhythmic movements of flexion and of extension. When any limb is in contact with the ground, it extends, and thus serves to propel the animal forwards. At the end of this act the limb is lifted from the ground by a movement of flexion, is carried forward, and finally is again placed upon the ground to repeat the cycle. During these phasic acts the dynamic balance of the neural centres is disturbed by two different kinds of peripheral stimuli. In the first place, the discontinuous contact with the ground, and the synchronous distortion of the skin of the foot—determined by the weight of the animal then carried in part by that limb—produce changes in the activity of exteroceptive end-organs therein embedded, and discontinuous augmentations and diminutions of the stimuli originated in them.

The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis

2003-08-01

Benjamin A. Sibley , Jennifer L. Etnier

The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded … The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs ( n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 ( SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children.

Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update

2011-08-11

Susi Kriemler , Ursina Meyer , Emily C. Martin +3 more

Background School-based interventions are thought to be the most universally applicable and effective way to counteract low physical activity (PA) and fitness although there is controversy about the optimal strategy … Background School-based interventions are thought to be the most universally applicable and effective way to counteract low physical activity (PA) and fitness although there is controversy about the optimal strategy to intervene. Objectives The objective of this review was to summarise recent reviews that aimed to increase PA or fitness in youth and carry out a systematic review of new intervention studies. Methods Relevant systematic reviews and original controlled and randomised controlled school-based trials with a PA or fitness outcome measure, a duration of ≥12 weeks, a sufficient quality and involvement of a healthy population aged 6–18 years that were published from 2007 to 2010 were included. Results In these reviews, 47–65% of trials were found to be effective. The effect was mostly seen in school-related PA while effects outside school were often not observed or assessed. Conclusions The school-based application of multicomponent intervention strategies was the most consistent, promising strategy, while controversy existed regarding the effectiveness of family involvement, focus on healthy populations at increased risk or duration and intensity of the intervention. All 20 trials in the review update showed a positive effect on in-school, out-of-school or overall PA, and 6 of 11 studies showed an increase in fitness. Taking into consideration both assessment quality and public health relevance, multicomponent approaches in children including family components showed the highest level of evidence for increasing overall PA. This review confirms the public health potential of high quality, school-based PA interventions for increasing PA and possibly fitness in healthy youth.

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The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children

2009-02-04

Charles H. Hillman , Matthew B. Pontifex , Lauren B. Raine +3 more

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Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

2016-02-19

Lisa M. Barnett , Samuel K Lai , Sanne L. C. Veldman +7 more

Gross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to … Gross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed. The aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3–18 years) using an ecological approach. Motor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO®, Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients. A total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children's motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence. This systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized.

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Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

2016-05-17

Joseph E. Donnelly , Charles H. Hillman , Darla M. Castelli +5 more

Background The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is … Background The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective The purpose of this study was to answer the following questions: 1) among children age 5–13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5–13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990–September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study Appraisal and Synthesis Methods Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. Results A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. Limitations Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. Conclusions The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.

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Muscles Alive. Their Functions Revealed by Electromyography. J. V. Basmajian. Baltimore, The Williams and Wilkins Co., 1962. $8.50

1962-09-01

Emanuel Kaplan

Test of Gross Motor Development

1986-04-01

Stephen J. Langendorfer

Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis

2017-10-13

Johannes W. de Greeff , Roel Bosker , Jaap Oosterlaan +2 more

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The Body Cell Mass and Its Supporting Environment

1963-09-01

H. D. Bouman

Journal Article The Body Cell Mass and Its Supporting Environment Get access The Body Cell Mass and Its Supporting Environment. By Francis D. Moore, A.B., M.D., M.Ch., Knute H. Olesen, … Journal Article The Body Cell Mass and Its Supporting Environment Get access The Body Cell Mass and Its Supporting Environment. By Francis D. Moore, A.B., M.D., M.Ch., Knute H. Olesen, M.D., D.M.Sc., James D. McMurrey, A.B., M.D., H. Victor Parker, A.B., M.D., Margaret R. Ball, A.B., and Carol Magnus Boyden, B.S., M.S. Cloth, illus., 535 pp., Philadelphia: W. B. Saunders Company, 1963. $23.00. H. D. Bouman, M.D. H. D. Bouman, M.D. 1Professor of Physical Medicine University of Wisconsin Medical School Madison Search for other works by this author on: Oxford Academic Google Scholar Physical Therapy, Volume 43, Issue 9, September 1963, Page 695, https://doi.org/10.1093/ptj/43.9.695a Published: 01 September 1963

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Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality

2018-09-10

Stuart Biddle , Simone Ciaccioni , George Thomas +1 more

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Movement Assessment Battery for Children-2

2007-01-01

S. E. Henderson , David Sugden , Anna L. Barnett

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

2019-01-22

Rainer Blank , Anna L. Barnett , John Cairney +7 more

These international clinical practice recommendations (CPR) for developmental coordination disorder (DCD), initiated by the European Academy of Childhood Disability (EACD), aim to address key questions on the definition, diagnosis, assessment, … These international clinical practice recommendations (CPR) for developmental coordination disorder (DCD), initiated by the European Academy of Childhood Disability (EACD), aim to address key questions on the definition, diagnosis, assessment, intervention, and psychosocial aspects of DCD relevant for clinical practice.Key questions in five areas were considered through literature reviews and formal expert consensus. For recommendations based on evidence, literature searches on 'mechanisms', 'assessment', and 'intervention' were updated since the last recommendations in 2012. New searches were conducted for 'psychosocial issues' and 'adolescents/adults'. Evidence was rated according to the Oxford Centre for Evidence-Based Medicine (level of evidence [LOE] 1-4) and transferred into recommendations. For recommendations based on formal consensus, two meetings of an international, multidisciplinary expert panel were conducted with a further five Delphi rounds to develop good clinical practice (GCP) recommendations.Thirty-five recommendations were made. Eight were based on the evidence from literature reviews (three on 'assessment', five on 'intervention'). Twenty-two were updated from the 2012 recommendations. New recommendations relate to diagnosis and assessment (two GCPs) and psychosocial issues (three GCPs). Additionally, one new recommendation (LOE) reflects active video games as adjuncts to more traditional activity-oriented and participation-oriented interventions, and two new recommendations (one GCP, one LOE) were made for adolescents and adults with DCD.The CPR-DCD is a comprehensive overview of DCD and current understanding based on research evidence and expert consensus. It reflects the state of the art for clinicians and scientists of varied disciplines. The international CPR-DCD may serve as a basis for national guidelines.Updated international clinical practice guidelines on developmental coordination disorder (DCD). Refined and extended recommendations on clinical assessment and intervention for DCD. A critical synopsis of current research on mechanisms of DCD. A critical synopsis of psychosocial issues in DCD, with implications for clinical practice. The first international recommendations to consider adolescents and adults with DCD.

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EDUCATING CHILDREN WITH AUTISM

2002-01-04

Motor development: A new synthesis.

1995-02-01

Esther Thelen

Movement therapy in hemiplegia : a neurophysiological approach

1970-01-01

Signe Brunnström , Helen J. Hislop , Phillip Carson

Tutorials in Motor Behavior

1980-01-01

George E. Stelmach , Jean Requin

Motor Development in Children: Aspects of Coordination and Control

1986-01-01

Michael G. Wade , H. T. A. Whiting

Eye-hand coordination during upper limb motor tasks in individuals with or without a neurodevelopmental disorder: a systematic review

2025-06-25

Manel Abid , Isabelle Poitras , Martine Gagnon +1 more | Frontiers in Neurology

Background Individuals living with neurodevelopmental disorders (NDD) often face challenges in performing daily manual activities that require precise visuomotor coordination. This systematic review aimed to characterize the differences between individuals … Background Individuals living with neurodevelopmental disorders (NDD) often face challenges in performing daily manual activities that require precise visuomotor coordination. This systematic review aimed to characterize the differences between individuals with and without NDD in spatiotemporal eye-hand coordination when performing upper limb (UL) motor tasks. Methods The following databases were systematically searched: CINAHL Plus with Full Texts (EBSCOhost), EMBASE.com , WEB OF SCIENCE core collection, All Ovid MEDLINE(R) and ERGONOMICS ABSTRACTS (EBSCOhost) in December 2022 and re-searched in April 2024. The studies selection was performed independently by two researchers according to the following inclusion criteria: (1) individuals diagnosed with NDD; (2) inclusion of aged-matched control (CTRL) group; and (3) measurement of spatial and/or temporal coupling between oculomotor control and UL motor control during an UL task. Results Twelve articles were included with a total of 427 participants. Most of the included studies (75%) were high-quality papers, and the remaining ones were of moderate quality. Participant’s NDDs were mainly developmental coordination disorder, cerebral palsy or autism spectrum disorder. The UL tasks performed in these studies were categorized as pointing tasks, manipulating tasks or tracing and copying tasks. Eye-hand coordination temporal pattern did not differ between individuals with and without NDD in simple tasks involving direct pointing at a single stationary target. In the case of more complex tasks in terms of visuomotor and/or cognitive integration, especially for the more complex manipulation or sequential movements, individuals with NDD exhibited significantly different behaviors, with larger temporal gaps between the timing of eyes movement relative to that of the hand and more reliance on visual monitoring of hand movements. Conclusion The results of this systematic review suggest that individuals with NDD face significant challenges in efficiently integrating visual and motor information during UL tasks that are visually, cognitively and/or physically more demanding, with more reliance on visual feedback control. These findings emphasize the importance of monitoring eye-hand coordination deficits in this population to further improve and tailor therapeutic interventions.

The Challenges and Strategies for School Physical Education Curriculum and Instruction Under Low Fertility Rates in Taiwan

2025-06-25

Andy Lin | Akdeniz Spor Bilimleri Dergisi

This study investigated the impacts of Taiwan’s declining student population, driven by low fertility rates, on school physical education curricula and instruction, with particular attention to rural areas. Through 11 … This study investigated the impacts of Taiwan’s declining student population, driven by low fertility rates, on school physical education curricula and instruction, with particular attention to rural areas. Through 11 focus group interviews involving 112 stakeholders—including principals, directors, coaches, teachers, and parents—from various regions across Taiwan, the research gathered insights into the challenges and adaptive strategies shaped by this demographic shift. Key issues identified included reduced opportunities for peer interaction, difficulties in forming teams for competitions, and widening disparities between urban and rural schools. In response, schools employed various strategies such as merging grades for activities, modifying competition formats, and emphasizing individual sports to sustain student participation and engagement. Despite the constraints imposed by smaller class sizes, the findings revealed that these challenges also prompted schools to develop more personalized and collaborative learning environments. The adaptive measures not only mitigated the negative effects of declining enrollments but also encouraged innovation in physical education practices tailored to diverse student needs and developmental levels.

A evolução histórica da biomecânica e suas aplicações na formação em Educação Física e Fisioterapia: uma revisão sistemática da literatura

2025-06-24

Fernanda Grazielle da Silva Azevedo Nora , Maria Tereza Guay de Goiás , Gabriel Rodrigues Martins de Freitas +2 more | Caderno Pedagógico

A biomecânica, enquanto ciência aplicada ao estudo do movimento humano, passou por uma evolução histórica expressiva desde suas origens na Antiguidade até sua consolidação como disciplina essencial na formação em … A biomecânica, enquanto ciência aplicada ao estudo do movimento humano, passou por uma evolução histórica expressiva desde suas origens na Antiguidade até sua consolidação como disciplina essencial na formação em Educação Física e Fisioterapia. Este estudo teve como objetivo realizar uma revisão sistemática da literatura, cobrindo o período de 1980 a 2015, com o propósito de identificar os principais marcos históricos, os avanços conceituais e as aplicações pedagógicas e clínicas da biomecânica no ensino superior. Foram analisados 27 documentos em português e inglês, selecionados a partir das bases de dados PubMed, Scopus, SciELO e Google Scholar, além de fontes complementares relevantes. A análise cronológica e temática permitiu a identificação de sete fases distintas de desenvolvimento, evidenciando a transição de uma biomecânica descritiva e observacional para uma abordagem quantitativa, tecnológica e interdisciplinar, com integração crescente a áreas como neurociência, reabilitação funcional e modelagem computacional. Conclui-se que a biomecânica desempenha um papel central na estruturação do raciocínio clínico, pedagógico e científico na formação superior em saúde e movimento, promovendo uma prática profissional crítica e orientada por evidências.

Efeitos dos programas de intervenção motora nas competências académicas das crianças: uma revisão sistemática

2025-06-24

Ricardo de Almeida Pimenta , R. Ramos , Lisiane Schilling Poeta +1 more | Retos

Introdução: O desenvolvimento motor infantil caracteriza-se pela aquisição de um leque de competências motoras que lhes permitem controlar o corpo em diferentes posturas, explorar o meio envolvente e manipular objetos. … Introdução: O desenvolvimento motor infantil caracteriza-se pela aquisição de um leque de competências motoras que lhes permitem controlar o corpo em diferentes posturas, explorar o meio envolvente e manipular objetos. Particularmente no início da escolaridade, observa-se um aumento significativo destas competências, associado ao desenvolvimento da consciência corporal, espacial e temporal, componentes basilares quer da aprendizagem motora, quer das atividades académicas.Objectivo: Identificar e descrever, com base na literatura científica, os efeitos dos programas de intervenção motora nas capacidades académicas das crianças.Metodologia: Esta revisão sistemática da literatura está registada sob o protocolo CRD42020203996 no PROSPERO. Os estudos foram selecionados com recurso às seguintes bases de dados: Scopus, Web of Science, SciELO, SPORTDiscus (EBSCOhost) e PubMed (MedLine). O processo de seleção seguiu o método PRISMA. Esta revisão incluiu estudos de intervenção provenientes de ensaios clínicos e ensaios clínicos randomizados com crianças dos 6 aos 12 anos, publicados nos últimos 10 anos (2014 a 2024).Resultados: Foram identificadas 2.819 publicações e, após a aplicação dos critérios de inclusão e exclusão, foram selecionados 8 artigos.Discussão: Observou-se o papel fundamental das intervenções motoras tanto nas competências motoras como na aprendizagem académica. Da mesma forma, observou-se impacto em variáveis da função executiva associadas à aprendizagem académica.Conclusões: Observou-se que os programas de intervenção motora podem desempenhar um papel facilitador no desenvolvimento académico das crianças, com impactos positivos, sobretudo na leitura, escrita e matemática.

Secular Trends of Children’s Physical Fitness and the Impact of the COVID-Pandemic for Years 2012 to 2023

2025-06-24

Tanja Eberhardt , Klaus Bös , Alexander Wöll +2 more | Sports Medicine - Open

Abstract Background Physical fitness is a key component in the development of an active lifestyle and a determinant of future health, particularly in childhood. The findings of physical fitness assessments … Abstract Background Physical fitness is a key component in the development of an active lifestyle and a determinant of future health, particularly in childhood. The findings of physical fitness assessments enable evidence-based monitoring and the identification of long-term trends. The COVID-19 pandemic is an additional factor that can be considered in the analysis, as its influence is already known. The aim of our analysis was to comprehensively investigate secular trends with respect to the physical fitness of children before and during the pandemic. This study also serves to test whether Citizen Science projects can deliver results comparable to those obtained using traditional assessment formats while also documenting certain limitations of this approach. Methods Data on annual assessments conducted in the German federal state of Baden-Wuerttemberg were pooled from 12 cohorts starting in 2012. The analyses are based on 25,580 6–10 year-old children ( M = 7.56, SD = 1.21 years; 12,575 girls) in our analysis. We estimated the effects of the COVID-19 pandemic using a regression discontinuity design within a linear mixed model. This enabled us to estimate pre-pandemic and pandemic trends, and to adjust for age, sex, and body constitution fixed-effect covariates and child and region as random factors. Results For the pre-pandemic cohorts, we found significant trends only slightly negative or positive trends in six of eight items. This suggests that the declining trend in physical fitness in children has been slowing down. The COVID-19 pandemic affected physical fitness negatively for six items (i.e., shift at critical date: 6 min Run, Jumping Sideways, Sit-Ups, Push-Ups; negative change from pre-pandemic to pandemic trends: 20 m Sprint, Standing Long Jump). There was no evidence for pandemic changes in balancing backwards and stand-and-reach items. Effects of age, sex, and body constitution replicated previous results. Conclusions Continuous monitoring of children’s physical fitness is essential, especially in the context of the COVID-19 pandemic. Such monitoring identifies positive and negative trends and provides evidence for the need of strategies and actions. It is particularly important to initiate systematic initiatives during childhood to promote physical fitness and reduce deficits, as this is the time when the foundations for an active and healthy lifestyle are laid.

How children with low motor competency cope in physical education lessons

2025-06-24

Sally A. Hannah , Leanne M. Johnston , John Cairney +1 more | Education 3-13

Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period

2025-06-24

Gülüzar Şule Tepetaş Cengiz , Mazhar Bal | Teaching and Teacher Education

Awareness of DCD from the perspective of stakeholders in the Dutch school system: a qualitative study

2025-06-23

Femke van Abswoude , M.C.M. Bakker , Linda Hanegraaf +1 more | Frontiers in Human Neuroscience

Introduction Developmental Coordination Disorder (DCD) is one of the most prevalent developmental disorders, but largely unknown by educational professionals. The overall aim of this study was to explore awareness of … Introduction Developmental Coordination Disorder (DCD) is one of the most prevalent developmental disorders, but largely unknown by educational professionals. The overall aim of this study was to explore awareness of DCD and ways to improve this among stakeholders in the Dutch primary school system. Methods One semi-structured interviews were performed with teachers (including classroom teachers ( N = 8) and physical education (PE) teachers ( N = 2) at primary schools), students [from teachers’ college for primary education and/or physical education ( N = 7)], and other stakeholders in the primary school organization [including school organization directors ( N = 2) and special needs coordinators ( N = 2)]. Thematic analysis was conducted. Results Overall, 28.6% of the participants were aware of DCD, with percentages varying largely between participants from the school organization (100%), college students (14.3%), and teachers (10%). All participants endorsed the importance of raising awareness of DCD within the school system. It was recognized that participants can provide social support for children with DCD by stimulating both personal and social resources. All participants were open to ways to improve awareness, the responsibility of which is mostly ascribed to special need coordinators within schools. Discussion and conclusion The results highlight both the lack of awareness of DCD among stakeholders in the primary school system in the Netherlands, as well as the importance of changing this. When teachers are aware of DCD, they can provide social support to the child which is essential to diminish the possible physical and psychological consequences. Increasing awareness within the Dutch school system may lead to better understanding, earlier diagnosis and earlier interventions for children with DCD.

Parental and Educator Perceptions of Implementing Standardized Screenings for Early Detection of Motor Skills in Preschoolers: A Representative Survey

2025-06-23

Barbara Scheiber , Sarah Mildner , Peter Federolf | Child Care Health and Development

ABSTRACT Background Motor skill development in early childhood is essential for children's overall growth, including social participation and academic readiness. Despite the importance of motor skills, Austria's preventive health program … ABSTRACT Background Motor skill development in early childhood is essential for children's overall growth, including social participation and academic readiness. Despite the importance of motor skills, Austria's preventive health program for preschoolers currently lacks standardized motor screenings. This study explores the perceptions of parents and kindergarten educators regarding the potential implementation of regular, standardized motor skill screenings in kindergartens across Tyrol. Methods In April–May 2024, questionnaires were distributed to 25 kindergartens across Tyrol. Parents and educators responded to structured and open‐ended questions on the perceived importance, feasibility and potential impact of mobility screenings. Quantitative data were analysed descriptively, whereas qualitative data underwent thematic analysis to identify key themes regarding attitudes and practical considerations for implementing mobility screenings. Results A total of 892 parents and 19 educator teams responded. Both strongly supported mobility screenings, with 90.6% of the parents viewing them as important as existing health screenings and 100% of educators valuing their importance regarding children's motor development. Qualitative responses from parents emphasized the role of mobility screenings in promoting general development while highlighting the need for a child‐friendly, voluntary approach. Educators not only showed strong support, noting the feasibility and benefit of daily routines, but also identified logistical and communication challenges regarding follow‐up. Both groups acknowledged the potential of standardized screenings for early identification, allowing timely developmental support. Conclusion The findings underscore the perceived importance of mobility screening in kindergarten to identify motor skill deficits in early childhood, an insight strongly supported by both educators and parents. Stakeholder support is a critical prerequisite for potential policy adaptations towards offering standardized kindergarten mobility screenings. To ensure effective integration, practical factors such as logistics, tool selection and accessibility must be addressed.

Associations of physical fitness with sustained overt attention and academic performance in children with learning disabilities

2025-06-23

H.‐W. Chang , Tzu-Wen Lin , Yi-Hsiang Chiu +3 more | PeerJ

Physical fitness has consistently been linked to cognitive and academic performance, with sustained attention recognized as a key predictor of academic success (DOI 10.1123/apaq.2019-0108). However, few studies have explored whether … Physical fitness has consistently been linked to cognitive and academic performance, with sustained attention recognized as a key predictor of academic success (DOI 10.1123/apaq.2019-0108). However, few studies have explored whether sustained attention moderate the relationship between physical fitness and academic performance in children with learning disabilities (LD), and existing findings remain inconclusive due to certain limitations. This study investigated the moderating role of sustained attention in the association between physical fitness and academic performance among children with LD while also addressing the related limitations. This study enrolled 71 elementary school children with LD (33 girls, mean age = 11.03 years ± 0.82), who participated in the assessment of physical fitness. Additionally, sustained attention was measured using the DAUF Sustained Attention Test from the Vienna Testing System, while academic performance was assessed using Chinese language and mathematics tests" as recommended. Bivariate analyses showed that academic performance was, as a dependent variable, significantly and positively related to physical fitness (r = .22 & .24, p < .05) and significantly negatively related to DAUF sustained attention (r = - .51 & -.43, p < .01) in children with LD. Additionally, the hierarchical regression analysis revealed that sustained attention moderated the association between physical fitness, Chinese language (β = - 4.03, p < .05), and mathematics (β = - 5.00, p < .01) after controlling for selected socio-demographic characteristics. These findings have major implications for child development, emphasizing the key role of physical fitness in the beneficial effects of sustained attention on academic achievement.

INTERVENÇÕES FISIOTERAPÊUTICAS E SEUS IMPACTOS NO DESENVOLVIMENTO MOTOR DE CRIANÇAS COM SÍNDROME DE DOWN: REVISÃO INTEGRATIVA

2025-06-23

Elisandra Camilly de Sales Assunção , E. Ferreira , Ellen Rocha Alves +2 more | Revista Contemporânea

A Síndrome de Down (SD), ou trissomia do cromossomo 21 (T21), é a alteração genética mais comum associada ao atraso no desenvolvimento neuropsicomotor e à deficiência intelectual, frequentemente acompanhada por … A Síndrome de Down (SD), ou trissomia do cromossomo 21 (T21), é a alteração genética mais comum associada ao atraso no desenvolvimento neuropsicomotor e à deficiência intelectual, frequentemente acompanhada por comorbidades como cardiopatias congênitas, infecções recorrentes, deficiência auditiva, sobrepeso e distúrbios neuropsiquiátricos, os quais impactam negativamente a qualidade de vida (QV). Crianças com SD costumam apresentar menor nível de atividade física, o que compromete a aquisição de habilidades motoras e a independência funcional. Diante desse cenário, a fisioterapia exerce um papel fundamental ao estimular o desenvolvimento motor adequado, contribuindo para a ampliação da autonomia do indivíduo, em consonância com uma abordagem multiprofissional. Nesse sentido, o presente estudo teve como objetivo revisar as intervenções fisioterapêuticas e seus impactos no desenvolvimento motor de crianças com SD. Para isso, foi realizada uma revisão integrativa nas bases de dados PubMed, SciELO e Biblioteca Virtual em Saúde (BVS), incluindo MEDLINE e LILACS. Foram incuídos artigos publicados entre 2020 e 2025, nos idiomas português, inglês e espanhol, sendo excluídos aqueles com baixa qualidade metodológica, sem relação direta com o desenvolvimento motor ou de acesso restrito. A análise de 12 estudos evidenciou que a SD está associada a características anatômicas e fisiológicas que comprometem o desenvolvimento motor, como hipotonia e hiperfrouxidão ligamentar. As intervenções fisioterapêuticas identificadas nos estudos, incluindo o treinamento em esteira, método Pilates, Conceito Bobath, realidade virtual, exercícios neuromusculares, fisioterapia aquática e estimulação vestibular, demonstraram eficácia na melhora da marcha, do equilíbrio e da coordenação motora. Conclui-se que essas intervenções, especialmente quando iniciadas precocemente, promovem melhorias significativas na funcionalidade, mobilidade e controle postural, favorecendo uma maior autonomia em crianças com SD.

Forum Psychomotorik: Das Potenzial von Psychomotorik für Kinder mit Komplexer Behinderung

2025-06-23

Anna Keil , Stephanie Bahr | motorik

<sg:p>Die Erkenntnis von Selbstwirksamkeitserfahrungen als Bestandteil zum Aufbau eines positiven Selbstkonzepts ist vor allem dann bedeutsam, wenn Menschen in ihren Handlungsmöglichkeiten eingeschränkt sind und Erfahrungen der Selbstwirksamkeit nicht unmittelbar eigenständig … <sg:p>Die Erkenntnis von Selbstwirksamkeitserfahrungen als Bestandteil zum Aufbau eines positiven Selbstkonzepts ist vor allem dann bedeutsam, wenn Menschen in ihren Handlungsmöglichkeiten eingeschränkt sind und Erfahrungen der Selbstwirksamkeit nicht unmittelbar eigenständig machen können. Menschen mit Komplexer Behinderung leben in einem ständigen Abhängigkeitsverhältnis, das die eigenständige Gestaltungsmöglichkeit auf ein Minimum reduziert. Die nachgehende Ausführung stellt dar, wie eine psychomotorische Praxis aussehen kann, die eine der vulnerabelsten Gruppen unserer Gesellschaft in den Fokus nimmt.</sg:p>

Supplemental Material for Body-Related Effects of Concurrent Movement Bias Embodied Choices

2025-06-23

| Journal of Experimental Psychology Human Perception & Performance

Constructing and evaluating the physical literacy index for college students in China: a new insight and perspective

2025-06-23

Hongbiao Wang , Zhongsu Piao , Zhiguang Ji +5 more | Frontiers in Public Health

Background College students today face significant challenges related to physical literacy, including declining fitness levels and low health awareness. Constructing a scientifically robust index to assess physical literacy in this … Background College students today face significant challenges related to physical literacy, including declining fitness levels and low health awareness. Constructing a scientifically robust index to assess physical literacy in this demographic is essential. Methods We distributed 800 questionnaires via simple random sampling across eight universities, ultimately obtaining 706 valid responses from first- and second-year undergraduate students in Shanghai. Various components of physical literacy—including exercise motivation, attitude, commitment, confidence, body appreciation, willpower, physical activity, and fitness—were measured using established tools. Data analysis was conducted using SPSS 26.0, covering descriptive statistics, reliability and validity assessments, correlation analysis, and difference analysis. Results The Physical Literacy Index (PLI) for Chinese college students was developed through principal component analysis. The weights for the components were as follows: motivation for sports (0.171), attitude toward sports (0.147), physical fitness (0.163), commitment to sports (0.130), physical activity level (0.105), appreciation of the body (0.122), confidence in sports (0.091), and willpower in sports (0.070). The PLI showed a significant negative correlation with screen time (correlation coefficient of −0.257) and strong positive correlations with other variables, with the lowest correlation coefficient at 0.594, indicating effective calibration. The overall physical literacy level among Chinese college students is concerningly low, with no significant differences found across genders, ages, or regions of origin ( p &lt; 0.05). Despite a relatively high pass rate for physical fitness tests (64.16%), only 1.42% achieved excellent grades, and just 21.67% scored good. Conclusion The physical literacy index of Chinese college students constructed in this study is scientific and valid, but the current situation regarding college students’ physical literacy is worrying. In the future, physical education and health promotion should be emphasized and targeted measures should be taken to improve the physical literacy of college students.

ERGENLERDE FİZİKSEL AKTİVİTE DÜZEYİ İLE MOTOR YETERLİLİK VE BİLİŞSEL FONKSİYONLAR ARASINDAKİ İLİŞKİNİN İNCELENMESİ

2025-06-22

Selim Esgiyayla , Ali Mert Şendil , Barış Öngören +4 more | Uluslararası Türk Spor ve Egzersiz Psikolojisi Dergisi

Bu çalışma ergenlerdeki fiziksel aktivite düzeyinin motor yeterlilik ve bilişsel fonksiyonlar arasındaki ilişkiyi incelemeyi amaçlamaktadır. Çalışma grubunu bir devlet lisesinde öğrenim görmekte olan 40 gönüllü erkek öğrenci (yaş = 14.38±0.40) … Bu çalışma ergenlerdeki fiziksel aktivite düzeyinin motor yeterlilik ve bilişsel fonksiyonlar arasındaki ilişkiyi incelemeyi amaçlamaktadır. Çalışma grubunu bir devlet lisesinde öğrenim görmekte olan 40 gönüllü erkek öğrenci (yaş = 14.38±0.40) oluşturmaktadır. Katılımcıların fiziksel aktivite düzeyleri Uluslararası Fiziksel Aktivite Anketi (IPAQ) kullanılarak belirlenmiştir. Motor yeterlilik düzeyinin belirlenmesinde ise Körperkoardinations Test für Kinder (KTK3)+ test bataryası kullanılmıştır. Bilişsel işlevlerin değerlendirilmesinde; inhibisyon kontrolün ölçümü için Go/No-go testi, uzamsal-mekânsal biliş için ise Mental Rotasyon testi kullanılmıştır. Çalışmadaki verilerin istatistiksel analizleri SPSS 18.0 kullanılarak gerçekleştirilmiştir. Verilerin analizinde, araştırma grubunun özelliklerini tanımlamak için tanımlayıcı istatistikler (ortalama, standart sapma) kullanılmıştır. Değişkenler arasındaki ilişkileri belirlemek için Pearson momentler çarpımı sıra korelasyon katsayısı analizi yapılmıştır. Çalışmanın sonuçları fiziksel aktivite düzeyi ile bilişsel işlevler arasında anlamlı bir farklılık bulunmadığı tespit edilmiştir (p>0.05). Lokomotor hareket becerilerinin önemli bir bileşeni olan lateral hareket becerisi (KTK TAŞIMA) ile inhibisyonu temsil eden doğru tepki süresi (RS-go) arasında istatistiksel olarak anlamlı (p

Enhancing Fundamental Movement Competency in Rural Middle School Children Through a Strength Training Intervention: A Feasibility Study

2025-06-22

Janelle M. Goss , Janette M. Watkins , Megan M. Kwaiser +6 more | Sports

Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS … Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS tests than urban peers due to resource limitations rather than ability. Thus, increasing access to FMS activities in under-resourced rural areas is essential. The primary objective was to test the feasibility of Hoosier Strength in a rural middle school sample, and the secondary objective was to observe the preliminary changes in FMS-related outcomes pre- to post-intervention and at follow-up. The exploratory objective was to explore how participants responded to different coaches on the Hoosier Strength coaching team (i.e., gender, coaching style during activities). Methods: This study used a Hybrid Type 3 design to evaluate feasibility and FMS outcomes, integrating qualitative and quantitative data. The four-week intervention included a test group (n = 24; 14 females, 10 males; mean age: females 12.4 ± 0.5 years, males 12.7 ± 0.4 years) and a control group (n = 12; 8 females, 4 males; mean age: females 12.9 ± 0.3 years, males 12.7 ± 0.3 years). Data analysis included descriptive statistics for feasibility indicators (Acceptability of Intervention Measures [AIM], Intervention Appropriateness Measure [IAM], and Feasibility of Intervention Measure [FIM]), linear regression for mobility and muscular endurance changes, t-tests for psychological need satisfaction and frustration, and regression analysis for squat knowledge and post-intervention confidence. Results: (1) There was high feasibility across the 4-week Hoosier Strength intervention and at follow-up; (2) there were no statistically significant changes in squat performance; (3) participants’ confidence in their ability to squat at the end of the intervention was significantly predicted by their squat knowledge at baseline; and (4) participants prioritized leadership and team management over tactical analysis, highlighting a preference for coaches who foster teamwork. Conclusions: The findings offer a transparent approach for evaluating the feasibility and preliminary outcomes of the Hoosier Strength intervention in an under-resourced rural middle school, thereby encouraging further investigation into strength training interventions in rural schools.

Developmental Milestones of Preschool children: An Analytical Study on Berhampur City of Ganjam District

2025-06-21

Narmada Padhy , Rita Hansdah | International Journal for Research in Applied Science and Engineering Technology

Pre-school is an ideal period for learning new skill. The period of pre-school begins after babyhood and continues up to the age of six. This is a very critical period … Pre-school is an ideal period for learning new skill. The period of pre-school begins after babyhood and continues up to the age of six. This is a very critical period for the child for his growth & development. The present study was aimed to assess the of children going to Preschool between 3-5 years age group was selected as sample for the study. The purpose of this study was to assess the gender-based differences inphysical, gross and fine motor skill development of children. Data were collected through personal interviews with the help of Anthropometric Measurement and the Observation methods. For the purpose of the data collection the researcher has personally gone to the villages and visited different play school in Ganjam district.For data analysis used statistical tools like mean and standard deviation graphics.4 points rating scoring procedure was used, frequencies and percentage were used to analyse the data. These findings provide valuable information that can be used to establish normative references for gross and fine motor skill of preschool children,in conclusion the gross and fine motor skill development of preschool children involved gender-based differences in object control skills. The strength of this study was that the gross and fine motor skills were assessed using a standardized process. Oriented assessment tool that evaluated performance techniques for each component of a skills. This study provided valuable information that can be used to establish normative references for the gross and fine motor skills of preschool children. In conclusion, the present data confirm that individual differences in children’s activity choices and activity levels are associated with proficiency on several motor skills.

Motor Coordination in Schoolchildren Aged 6 to 11 in Northwestern Spain. A Cross-Sectional Study Based on Age and BMI

2025-06-21

Ricardo Fernández-Vázquez , Rubén Navarro-Patón , Martín Barcala-Furelos +2 more | Children

Background/Objectives: A large percentage of schoolchildren are children with overweight or obese, and weight gain over time increases the risk of poor health later in life. Motor coordination may be … Background/Objectives: A large percentage of schoolchildren are children with overweight or obese, and weight gain over time increases the risk of poor health later in life. Motor coordination may be a protective factor, enabling young people to participate in healthy physical activities. However, it is unknown when the relationship between motor coordination and weight first emerges, nor whether it is evident across the body mass index (BMI) spectrum. The aim of this study was to explore what happens with coordination skills [i.e., locomotor coordination (LC), visuomotor coordination (VC), foot object control coordination (FOCC), hand object control coordination (HOCC), global motor coordination (GMC)] applying the 3JS battery, according to age (6 to 11 years) and BMI (normal weight, overweight or obesity) in a sample of 688 Primary Education participants (8.71 ± 1.66 years; 48.8% boys) from Galicia (Spain). Methods: To analyze the differences in the variables of the 3JS battery between age (6–11 years) and BMI (normal weight vs. overweight vs. obesity), they were evaluated using a multivariate analysis of covariance (MANCOVA), introducing the sex category (boy-girl) as a covariate to avoid possible confounding factors. Results: After the application of the 3JS Battery, statistically significant differences were observed depending on age [LC (p < 0.001); VC (p < 0.001); FOCC (p < 0.001); HOCC (p < 0.001); GMC (p < 0.001)] and BMI [LC (p < 0.001); VC (p = 0.008); HOCC (p < 0.001); GMC (p < 0.001)]. No statistically significant differences were found in the interactions between age and BMI (p > 0.05). Conclusions: Locomotor coordination increases progressively with age, both globally and in each of the manifestations, and this is greater the older the schoolchildren are. Schoolchildren with normal weight compared to schoolchildren with overweight or obesity have better global motor coordination, locomotor coordination, global control of objects, and control with the hand.

Effects of Video-Guided Active Breaks on Motor Competence of Schoolchildren with Special Education Needs

2025-06-21

Alejandra Robles-Campos , Daniel Reyes‐Molina , Karen Kracht-Suazo +7 more | Children

Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor … Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor competencies in schoolchildren with special educational needs. Aim: Our aim was to analyze the effects of a video-guided active break program on motor competencies in schoolchildren aged 6 to 10 years with special educational needs. Methods: A prespecified subanalysis of a multicenter randomized controlled trial was conducted with a sample of 161 schoolchildren (7.8 ± 1.1 years, 32% girls) with special educational needs from five public schools in Chile. Participants were assigned to a control group (CG, n = 85) with no active breaks or an experimental group (EG, n = 76) with active breaks. A 12-week video-guided active break program was implemented in the classroom twice daily, five days per week. The intervention was delivered via a web-based platform. Basic motor competencies were assessed using the MOBAK 1–2 and MOBAK 3–4 tests. Results: A significant time × group interaction was found for object control, F(1154) = 11.365, p < 0.001, η2p = 0.011; jumping, F(1154) = 11.047, p = 0.001, η2p = 0.067; and running, F(1154) = 4.881, p = 0.029, η2p = 0.031. These results indicate that the experimental group showed significantly greater improvements in object control, jumping, and running abilities compared to the control group. Conclusions: The active break program significantly improved motor skills in schoolchildren with special educational needs. The program proved to be both feasible and effective in enhancing students’ motor competencies. School-based guided active break programs may play a role in promoting motor competencies among schoolchildren with special educational needs. Clinical Trial ID NCT06423404

The Impact of Snakes and Ladders on Motor and Cognitive Development in Children: A Systematic Literature Review

2025-06-21

Kevin Septia Pradiansyah , Dika Rhousnaka , Aqshal Ilham Fahliza +3 more | Genius Journal

Introduction: Educational games are instrumental in supporting early childhood development, particularly in enhancing motor and cognitive abilities. Snakes and Ladders is a commonly used game that promotes strategic thinking, coordination, … Introduction: Educational games are instrumental in supporting early childhood development, particularly in enhancing motor and cognitive abilities. Snakes and Ladders is a commonly used game that promotes strategic thinking, coordination, and social interaction.Objective: This study aims to systematically analyze and synthesize research findings related to the impact of Snakes and Ladders on children’s motor and cognitive development. Specifically, it evaluates outcomes in number comprehension, memory retention, strategic thinking, fine motor skills, and hand-eye coordination. Methods: A systematic search was conducted in PubMed, ProQuest, Garuda, and JSTOR for studies published between 2020 and 2025. Eligible studies included children aged 4–6 years, utilized Snakes and Ladders as an intervention, and reported outcomes related to motor and cognitive development. Data extraction and quality assessment were independently performed by three reviewers using the PRISMA Flow Diagram and CAST Checklist. Results: Six studies involving a total of 89 participants met the inclusion criteria. Findings indicate that Snakes and Ladders significantly improves both motor and cognitive outcomes in early childhood. Following two cycles of intervention, the proportion of children meeting motor development benchmarks increased from 37% to 86%. Cognitive development also improved, with average scores rising from 7.4 to 13 after four weeks. The percentage of children categorized as highly developed increased from 20% to 47%, and 72% achieved expected developmental milestones after six weeks. Conclusion: The Snakes and Ladders game is an effective educational tool for enhancing motor and cognitive development in children aged 4–6 years. Integration of such games into early childhood education is recommended to support holistic development.

La Música Electrónica como Herramienta Didáctica para Potenciar la Coordinación Motriz en Contextos Escolares

2025-06-21

Candy Esmeralda Hernández Bravo , J. Mata , Edgar Escobar Gutiérrez | Revista Latinoamericana de Calidad Educativa.

El estudio analiza la influencia de la música electrónica en la mejora de la coordinación motriz en estudiantes de diversos niveles educativos durante el ciclo escolar 2024-2025. Frente a la … El estudio analiza la influencia de la música electrónica en la mejora de la coordinación motriz en estudiantes de diversos niveles educativos durante el ciclo escolar 2024-2025. Frente a la problemática de dificultades en la coordinación motriz que afectan tanto el desarrollo físico como el rendimiento académico y la autoestima, se propone la implementación de estrategias innovadoras que integren la música electrónica como recurso pedagógico. Esta música, caracterizada por su estructura rítmica constante y beats repetitivos, favorece la sincronización y control del movimiento en actividades físicas, además de motivar a los estudiantes, generando un ambiente dinámico y participativo. A través de una intervención basada en actividades físicas acompañadas de música electrónica, se pretende optimizar habilidades psicomotrices y fortalecer metodologías activas e inclusivas en educación física. La investigación utiliza una muestra de alumnos seleccionados mediante muestreo por conveniencia y un instrumento de evaluación basado en una encuesta estructurada de 10 ítems. El análisis incluye estadísticos descriptivos y correlaciones para evaluar la consistencia y relación entre variables. Los hallazgos ofrecen una base teórico-práctica sólida para incorporar la música electrónica como recurso didáctico en programas educativos, promoviendo tanto el desarrollo físico como aspectos emocionales y creativos esenciales para el aprendizaje integral de los estudiantes.

The Role of Parental Physical Literacy in Family Dynamics: A Systematic Scoping Review of Existing Evidence

2025-06-20

Yuan Fang , Zixin Wang , Siyu Chen +6 more | Child Care Health and Development

ABSTRACT Background: Physical literacy (PL) is essential for a person's engagement to physical activity (PA) for life. Previous evidence revealed that parental PL played an important role in child's outcomes … ABSTRACT Background: Physical literacy (PL) is essential for a person's engagement to physical activity (PA) for life. Previous evidence revealed that parental PL played an important role in child's outcomes related to their PA experience. Methods: To summarize the existing evidence of parental PL and its dynamics and influence in the family system, an extensive literature search of the EBSCOhost, PubMed, Web of Science and Scopus databases was conducted to identify eligible studies. Results: Notably, 18 studies were included in the final analysis, which were published between 2012 and 2024. Among these studies, a total of 3739 children (3–16 years old) and 2190 parents were involved. Extracted data showed that parental ethnicity and behavioural control, as well as family socio‐economic status (SES) and accessible resources, were associated with parental PL. Furthermore, parental PL demonstrated a significant positive influence on child's PL and fitness level and parent–child co‐PA levels. This is consistent in qualitative findings, that is, parents with middle‐high SES valued children's sport participation, which could further foster their social skills and psychological capitals. Moreover, reviewed interventions exhibited a significant medium‐large effect on increasing parental PL with high acceptability and feasibility. Conclusion: Parental PL positively influences child's PL and fitness level and parent–child co‐PA levels. Several existing theories may explain the dynamics and influence of parental PL in the family system. This comprehensive summary may add value for program design of health promotion in a home setting. Summary In the family system, parental physical literacy (PL) plays an important role in child's perception and practice of physical activity (PA). This scoping review systematically summarized the existing evidence of parental PL and its dynamics and influence in the family system. This review supports that parental PL had a significant positive influence on child's PL and their fitness level. Based on this study, research gaps and health messages are identified, which may inform researchers, stakeholder and policymakers for decision‐making and future program design.

Empowering Every Athlete

2025-06-20

Nicole Mendola | ACSMʼs Health & Fitness Journal

Should developmental coordination disorder be diagnosed before the age of 5 years?

2025-06-20

Marina M. Schoemaker | Developmental Medicine & Child Neurology

Developmental changes in frequency, flexibility, length, and contextual aspects of echolalia in neurotypical children

2025-06-20

Nikolina Klešković , Ana Matić , Maja Cepanec | Hrvatska revija za rehabilitacijska istraživanja

Echolalia is a common phenomenon in early language development, but there are very few studies on immediate echolalia in neurotypical (NT) children. Because this repetitive and stereotyped behavior is considered … Echolalia is a common phenomenon in early language development, but there are very few studies on immediate echolalia in neurotypical (NT) children. Because this repetitive and stereotyped behavior is considered one of the hallmarks of autistic children, professionals often need to differentiate between typical, developmental echolalia and the increased repetitive, stereotyped behavioral characteristic often seen in autistic children. This study aimed to determine developmental changes in the characteristics of immediate echolalia in one- to three-year-old NT children. We present longitudinal data from spontaneous speech samples collected from three NT children aged 1-3 years (130 recordings in total). Developmental changes in the frequency of echolalia over time, the proportion of echolalia in total language production, the flexibility of echolalic utterances and their length, and the linguistic context of echolalia occurrence, i.e., parental utterances before and after the occurrence of echolalia, were analyzed. The findings revealed great variability in the frequency of echolalia, with a general peak at approximately 1;3-1;5. During this period, a high frequency of echolalia (30%) was observed in one child, suggesting that the frequency of echolalia in NT children may be significant at early age. However, a significant decrease in echolalia was observed up to the age of 2;6 years, and the incidence was extremely low thereafter (below 5%). In our sample, echolalia was characterized by the selective shortening of utterances, and it occurred more frequently after low-constraint utterances. This study provides novel insights into typical language development and guidelines for clinical work.

The Role of Fundamental Movement Skills and Health-Related Fitness on Physical Activity During Guided Active Play for 8- to 10-Year-Old Children

2025-06-19

Glory Madu , Victoria Kwong , Dusan Calic +2 more | Children

Background: Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with … Background: Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with cooperative games provides sufficient moderate-to-vigorous physical activity (MVPA) to improve motor competence for younger children. Whether guided active play exhibits physical activity outputs that are related to motor competence is uncertain. This study assessed the strength of relationships between play-based physical activity and movement skills by comparing linear regression and chi-square analyses. Methods: Forty-two children (Mage = 8.8 ± 0.8 years) participated in a community center program. PA was measured via accelerometry for GAP, alongside assessments of anthropometrics, fitness (leg power, strength, VO2max), and FMS (Test of Gross Motor Development-2). Multiple linear regression analysis examined reciprocal relationships. Chi-square and cross-tabulations analyzed categorical variables based on lab percentiles (low < 33%, high > 66%) for PA energy expenditure (PAEE), intensity (MVPA), FMS, and fitness. Results: GAP MVPA and object control skills (OC) showed positive reciprocal pathways (β = 0.308, β = 0.394; p ≤ 0.05). VO2max predicted MVPA (β = 0.408; p < 0.01), with leg power related to PAEE (β = 0.456; p ≤ 0.01). Chi-square analysis revealed significant associations between high OC skills and high PAEE (X2 = 15.12, p ≤ 0.05), and high individual average scores of OC with high MVPA (X2 = 11.90, p < 0.05. The high performance of AP and LP was associated with MVPA and PAEE, respectively. Conclusions: Findings support a positive feedback loop between MVPA and OC skills for GAP. GAP is an effective strategy for program interventions for children 8 to 10-year old.

The Influence of Sports on Executive Functions in Para-Athletes: A Pilot Study

2025-06-19

Victor Reis Machado , Israel Bispo dos Santos , Neiva Terezinha da Rosa +7 more | Global Journal of Human-Social Science

Sports practice can enhance both the physical and psychological abilities of individuals, including executive functions, which may influence other daily activities. This study aims to explore the correlation between sports … Sports practice can enhance both the physical and psychological abilities of individuals, including executive functions, which may influence other daily activities. This study aims to explore the correlation between sports and executive functions, considering the heterogeneity of results found in existing literature. The present pilot study focused on professional para sports athletes and used the Five-Digit Test (FDT) to measure and compare cognitive performance. This is a cross-sectional study conducted with ten (10) participants, five (5) of whom were elite athletes and five (5) from a sedentary population with disabilities. The results revealed a significant difference in performance between the two groups, particularly in the controlled processes of choice and task-switching. This statistical variation may suggest a potential enhancement in higher-order cognitive functions among the athlete group.

Effects of dual-task functional training on the movement competence of individuals with intellectual disabilities and developmental coordination disorders: a randomized controlled trial

2025-06-19

Hamid Zolghadr , Parisa Sedaghati , Hassan Daneshmandi +1 more | Disability and Rehabilitation

The study aimed to determine the effects of dual-task functional training (D-TFT) on the movement competence of individuals with intellectual disabilities and developmental coordination disorders (ID and DCD). 30 individuals … The study aimed to determine the effects of dual-task functional training (D-TFT) on the movement competence of individuals with intellectual disabilities and developmental coordination disorders (ID and DCD). 30 individuals with ID and DCD were randomly assigned to control (n = 15, aged 11.73 ± 1.66 years old) and experimental, or D-TFT (n = 15, aged 10.93 ± 1.83 years old). The DCD Questionnaire was used to identify DCD, and the Test of Gross Motor Development, third edition (TGMD-3) and Körperkoordinationstest für Kinder (KTK) were used to evaluate movement competence. The experimental group performed D-TFT for 45 min, three days a week, for eight weeks. The results showed that there was a significant difference between the D-TFT and control groups in the movement competence variables of the total score of KTK (p = 0.001; ES = 0.39), locomotor skill (p = 0.005; ES = 0.22), ball skills (p = 0.001; ES = 0.60), total gross motor scores (p = 0.001; ES = 0.61). According to the results of the study, the use of D-TFT can improve the movement competence of boys with ID and DCD. The use of verbal instructions while executing the training can have a considerable effect. IRCT20190425043370N2 (date of registration on 10, 01, 2024) registered in the Iranian Registry of Clinical Trials.Implications for RehabilitationDual-task functional training can be a suitable training program to improve the movement competence of boys with intellectual disability and developmental coordination disorders.Using verbal instructions increases the accuracy and correct implementation of functional movement patterns in the training program.The use of exercise programs such as dual-task functional training, due to being close to daily movement patterns, can positively affect the daily life and independence of individuals with intellectual disability and developmental coordination disorder.

Associations between combinations of 24-hour movement behaviours and fundamental movement skills in preschool children: a systematic review

2025-06-19

Jie Cui , Shiyu Wang , Gaifang Wang +3 more | Early Child Development and Care

The Role of Physical Activity in Post-COVID Schoolchildren’s Motor Competence

2025-06-19

R. P. da Silva , G. G. L. de Araujo , Daniele Licre +4 more | Perceptual and Motor Skills

Background: Motor competence (MC) is closely linked to children’s physical activity (PA) levels, playing a critical role in their overall health and development. Purpose: This study explores the relationship between … Background: Motor competence (MC) is closely linked to children’s physical activity (PA) levels, playing a critical role in their overall health and development. Purpose: This study explores the relationship between MC and PA among elementary school-aged children in northern Brazil. Study Sample: 261 children (52.11% boys and 47.89% girls) aged 5-14 (9.62 ± 2.70 years; 18.25 ± 3.92 Kg/m 2 ). Data Collection: public and private schools in northern Brazil. Research Design: MC was assessed using the Motor Competence Assessment tool, and the PA levels were determined using the International Physical Activity Questionnaire (IPAQ) in its abbreviated form. Results: Most children (66.7%) were classified as physically active, with 27.2% showing very low levels of MC, and boys also outperformed girls. General results showed a moderate association between age and BMI (r = .402; p < .05), and a weak negative association between MC and BMI (r = - 0.177; p < .05). Also, a significant negative correlation was observed between BMI and MC in girls (r = −.361; p < .05). Multinomial regression analysis indicated that manipulative skills and overall MC significantly predicted higher PA levels. Higher levels of MC and increasing age were associated with greater PA and reduced odds of being irregularly active. Conclusions: These findings highlight the importance of early intervention, suggesting that enhancing MC can be a key strategy for promoting children’s health and fostering active lifestyles. In particular, the post-pandemic context reinforces MC as a critical factor influencing PA levels in children.

A short-medium time point evaluation of active active breaks on selective and sustained attention in primary school: a pilot quasi-experimental study.

2025-06-19

Gerardo Ferrara , Alice Masini , Gabriele Mascherini | Mental health and physical activity

Endurance exercise selectively elevates mBDNF across age groups in humans

2025-06-18

Aaron Wang , Rammy Dang , Nicole Adara Case +1 more | The Journal of Physiology

THE PLAYFUL IN THE MOTOR DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS

2025-06-18

Iporê José dos Santos Filho , Rodrigo Franco de Oliveira | CIPEEX

Play, characterized as spontaneous, enjoyable, and healthy, plays a central role in the motor development of children, especially in Elementary School I. Studies such as those by Friedmann, Rosado, and … Play, characterized as spontaneous, enjoyable, and healthy, plays a central role in the motor development of children, especially in Elementary School I. Studies such as those by Friedmann, Rosado, and Vygotsky emphasize that playful activities are fundamental for physical, emotional, and intellectual development. Kishimoto (2017) emphasizes that play reveals children's personalities, providing freedom to express feelings and behaviors. Motor development, according to De Paiva (2015), is a sequential process influenced by biology, tasks, and the environment. At the beginning of schooling, children refine motor skills, such as running, jumping, and balancing, which are part of their normal progress. The sociocultural context and access to play also influence this development. Freire (2007) emphasizes the need to develop motor skills considering their cognitive and social consequences. The research, based on literature reviews, indicates that play not only improves motor skills but also promotes the holistic development of the child, although inequalities in access to these activities limit the motor progress of some children.

Motor, physical, and behavioural performance of 3‐ to 5‐year‐old children at risk of developmental coordination disorder: A longitudinal observational study

2025-06-18

Amy De Roubaix , Griet Dewitte , Nina Vens +7 more | Developmental Medicine & Child Neurology

Abstract Aim To compare the motor, physical, and behavioural performance of children at risk of developmental coordination disorder (rDCD) and typically developing children at 3, 4, and 5 years of … Abstract Aim To compare the motor, physical, and behavioural performance of children at risk of developmental coordination disorder (rDCD) and typically developing children at 3, 4, and 5 years of age. Method Following a longitudinal design, 35 mainly high‐risk children identified as rDCD by a multidisciplinary team at a centre for developmental disabilities and 34 typically developing children participated. Children were assessed with the Movement Assessment Battery for Children, Second Edition, Dutch/Belgian version (MABC‐2‐NL), Beery‐Buktenica Test of Visual‐Motor Integration (Beery VMI‐6), Little Developmental Coordination Disorder Questionnaire – Belgian version (LDCDQ‐BE), Motor Skill Checklist, Functional Strength Measurement, body mass index, and Child Behavior Checklist. Linear mixed‐model analyses compared performance between groups (rDCD and typically developing) and subgroups (confirmed and cleared DCD at 5 years). Results Children with rDCD scored significantly worse on all outcomes at every time point compared with typically developing children, except for visual perception. Performance on the MABC‐2‐NL, Beery VMI‐6 subtest motor coordination, and LDCDQ‐BE was also consistently below average for those in the rDCD group. Performance across time points was stable in the rDCD group, with only a significant improvement in LDCDQ‐BE. Children not diagnosed with DCD ( n = 5) were mostly similar in performance to the typically developing group. Interpretation Performance differences are present at 3 years in high‐risk children at rDCD and tend to persist between 3 and 5 years.

Dose-response relationship of weekly physical exercise on fitness of students

2025-06-18

Carla Lourenço , Omar Ben Rakaa , Jorge Vicente +2 more | Retos

Introduction. Childhood obesity and sedentary lifestyles highlight the critical need to understand the impact of physical exercise on fitness. This study investigates the dose-response relationship between weekly exercise volume and … Introduction. Childhood obesity and sedentary lifestyles highlight the critical need to understand the impact of physical exercise on fitness. This study investigates the dose-response relationship between weekly exercise volume and physical fitness components in adolescents using Portugal’s FITescola® assessment program. The objective of this study is to evaluate the influence of weekly physical exercise duration (2–8.75 hours) on aerobic capacity, muscular strength, and flexibility in 80 adolescents (aged 13–15) over one academic semester. Methodologies. A cohort of 80 adolescents (56.25% female; 43.75% male) completed FITescola® assessments, including completed FITescola® assessments, including cardiorespiratory endurance, lower-body explosive strength, upper-body muscular endurance, abdominal muscular endurance, and lower-body flexibility. Data were analyzed via ANOVA and Pearson correlations (SPSS v29), controlling for habitual physical activity (tracked via the Portuguese Youth Activity Profile) and socioeconomic factors. Results. Significant dose-dependent improvements were observed with increased exercise volume: Shuttle test: Performance increased from 45.77±5.643 (2hours/week) to 115.2±3.962 (8.75 hours/week; p<.001). Sit-ups: Scores improved from 59.79±4.961 to 69.63±8.021 repetitions (p<.001). Lower-limb flexibility: Progressed from 14.92±3.120 cm to 22.46±3.575 cm (p<.001). Strong correlations emerged between exercise volume and fitness outcomes (r =.817; .981; p<.001). Conclusion. This study confirms a robust dose-response relationship between structured exercise and enhanced physical fitness, supporting its integration into school health policies. Future longitudinal studies and demographically diverse cohorts are needed to generalize findings and address health equity gaps in exercise accessibility

Movement Variability and Perceived Motor Competence in Children with High or Low Risk Willingness in a Virtual Playground

2025-06-18

Lise Storli , Håvard Lorås | Children

The current study explores the relationship between children's risk willingness and their motor behavior in a virtual playground setting and its association with perceived gross motor competence. A total of … The current study explores the relationship between children's risk willingness and their motor behavior in a virtual playground setting and its association with perceived gross motor competence. A total of 96 children aged seven to ten participated. They were categorized into high-risk-willingness (HRW) and low-risk-willingness (LRW) groups based on their exploratory behavior and engagement with riskier zones and tasks in the playground. Using whole-body motion capture and virtual reality data, the children's motor behavior and variability were analyzed alongside self-reported perceived gross motor competence. The results indicated that HRW children displayed significantly greater movement variability, including higher joint movement variability and increased exploration of challenging areas compared to LRW children. HRW children also covered greater distances, moved faster, and exhibited more frequent acceleration changes. These findings suggest that higher risk willingness is associated with greater adaptability and flexibility in motor behavior, aligned with the concept of freeing degrees of freedom. In contrast, no significant differences were found in perceived gross motor competence ratings between HRW and LRW groups. This indicates that perceived motor competence may not directly influence children's willingness to take risks or their motor behavior in exploratory play. These findings emphasize the importance of studying dynamic interactions between risk-taking, motor behavior, and self-perception to understand the development of adaptive motor skills through risky play.

DESEMPENHO DA FUNÇÃO MOTORA GROSSA DE CRIANÇAS DE 1 A 3 ANOS COM TRISSOMIA 21: SÉRIE DE CASOS

2025-06-18

Leticia Fernandes Teixeira , T. Soares , Gabriela A. Silva +1 more | CADERNOS DE EDUCAÇÃO SAÚDE E FISIOTERAPIA

Goal: Identify and monitor the performance of gross motor function in children aged 1 to 3 years with Trisomy 21. Methods: It’s a descriptive and exploratory longitudinal study of case … Goal: Identify and monitor the performance of gross motor function in children aged 1 to 3 years with Trisomy 21. Methods: It’s a descriptive and exploratory longitudinal study of case series type. 8 children with trisomy 21 participated, with the average age of 27,1 months (±13,46). The evaluation took place in two moments with an interval of 4 months. The scaled used was the Gross Motor Function Measure (GMFM-66), divided among five dimensions (A - lying and rolling; B - sitting; C - crawling and kneeling; D - standing; E - walking, running and jumping), scoring from 0 to 3 (does not initiate task, initiates task, partially completes task, completes task) and NT (not tested). Results: children A, C, G and H showed higher percentages in all GMFM-66 dimensions. Child F was the one who evolved the most, while child B only evolved in dimension C (crawling and kneeling). Children D and E showed less progress in the assessments. Conclusion: the gross motor function performance was lower when performing skills in the standing position, walking, running and jumping. The most complex motor skills performed by them were standing with support on both hands, walking ten steps forward, jumping, going up and down and steps alternating feet.

Cooperation enhances tennis performance in children

2025-06-18

Gisele Severo Gonçalves , Priscila Lopes Cardozo , Ricardo Drews +1 more | Caderno Pedagógico

A recent study demonstrated that instructions involving cooperative contexts can support relatedness and benefit motor learning in adolescents when compared to competitive or individual practice contexts (Kaefer; Chiviacowsky, 2022). The … A recent study demonstrated that instructions involving cooperative contexts can support relatedness and benefit motor learning in adolescents when compared to competitive or individual practice contexts (Kaefer; Chiviacowsky, 2022). The purpose of the present study was to investigate the effects of cooperative and competitive contexts of practice on motor performance and learning in children. Three groups of children individually practiced hitting a tennis ball toward a target. Prior to practice, participants received instructions emphasizing that they would be part of a team and their scores would be combined with those of other children (cooperation group – COOP), whereas participants in the competition group were instructed that they would be competing against each other and their scores would be compared (competition group – COMP). The control group practiced without any instructions regarding cooperation or competition. A retention and a transfer (right side of the line) test were conducted one day after practice. Results revealed that instructions inducing cooperative practice enhanced tennis performance compared to competitive and control conditions. Other differences were not found.

Childhood cardiovascular disease risk profiles based on movement phenotypes:a longitudinal cohort study

2025-06-18

Sami Yli‐Piipari , Junhyuk Park , Sanga Yun +6 more | European Journal of Pediatrics

Abstract Cardiovascular disease (CVD) remains a significant global health concern, with many risk factors emerging in adolescence. This period is critical for prevention, as physical and behavioral patterns established during … Abstract Cardiovascular disease (CVD) remains a significant global health concern, with many risk factors emerging in adolescence. This period is critical for prevention, as physical and behavioral patterns established during these years often persist into adulthood. Movement phenotypes, encompassing motor competence, physical capacity, and physical activity behaviours, are linked to cardiometabolic health as low competence and fitness levels in youth are associated with poor body composition and increased CVD risk. This longitudinal study aimed to (1) identify latent clusters of adolescents’ movement phenotype-related CVD risk factors and (2) examine the stability of these profiles over four years. Latent profile and transition analysis were used to identify movement phenotype profiles and transitions of cluster membership across time among 1,147 adolescents ( M age : 11.27 ± .32). A four-cluster solution was identified as the most suitable. Profile 1 (23%) had the lowest motor competence, cardiovascular and muscular fitness, and moderate-to-vigorous physical activity (MVPA), along with the highest standardized body mass index (BMIz). Profile 2 (20%), predominantly girls, had below-average motor competence, cardiovascular and muscular fitness. The largest group, Profile 3 (36%), showed healthy indicators, with above-average values across all variables. Profile 4 (20%) had the highest levels of motor competence, cardiovascular and muscular fitness, and MVPA, as well as healthy BMIz (-2 ≤ BMIz ≤ 1). Cluster memberships remained remarkably stable over four years, except for a notable transition of over 20% from Profile 4 to 3. Conclusion : This study identifies distinct adolescent movement patterns associated with CVD risk and demonstrates how these change over time. The findings support the development of targeted interventions and early preventive strategies to support long-term cardiovascular health in adulthood. What is Known – What is New • Childhood movement phenotypes, i.e., motor competence, physical capacity, and behaviors, were highly stable over four years of adolescence, with nearly 50% of participants displaying elevated cardiovascular disease risk factors.• Additionally, 25% of our sample belonged to a cluster characterized by the poorest cardiovascular disease risk profile, marked by low motor competence, poor cardiovascular and muscle fitness, and low levels of moderate-to-vigorous physical activity. Most participants in this cluster also exhibited unhealthy body composition.

Korunmaya İhtiyacı Olan Çocuklarda Hareket Eğitiminin Motor Gelişim ve Yaşam Kalitesine Etkisi

2025-06-17

Hande Yazıcıoğlu Çalışan , Çalık Veli KOÇAK | Spor Eğitim Dergisi

Amaç: Bu çalışmanın amacı, sportif hareket eğitiminin korunmaya muhtaç çocuklarda motor gelişim ve yaşam kalitesi üzerindeki etkilerini incelemektir. Yöntem: Araştırmaya, Aksaray'daki çocuk evlerinde kalan 10-11 yaş arasındaki toplam 40 çocuk … Amaç: Bu çalışmanın amacı, sportif hareket eğitiminin korunmaya muhtaç çocuklarda motor gelişim ve yaşam kalitesi üzerindeki etkilerini incelemektir. Yöntem: Araştırmaya, Aksaray'daki çocuk evlerinde kalan 10-11 yaş arasındaki toplam 40 çocuk katılmıştır. Katılımcılar, 20 kişilik uygulama grubu ve 20 kişilik kontrol grubu olarak iki gruba ayrılmıştır. Çalışmaya katılan tüm çocuklara "Eurofit Test Bataryası" ve "Çocuklar için Yaşam Kalitesi Ölçeği" uygulanmıştır. Deney grubundaki çocuklara, 12 hafta boyunca haftada üç gün, her biri 60 dakika süren sportif hareket eğitimi verilmiştir. Programın ardından her iki gruptaki çocuklara aynı testler tekrar uygulanmıştır. Verilerin analizinde, frekans, yüzde, minimum ve maksimum değerler için betimsel istatistiksel analizler kullanılmış; grup içi farklar için Eşleştirilmiş Örnekler T-Testi ve gruplar arası farkların karşılaştırılması için Bağımsız Örneklem T-testi uygulanmıştır. Bulgular: Deney grubundaki çocukların Eurofit test bataryası ve yaşam kalitesi ön test ve son test sonuçları arasında anlamlı bir fark olduğu gözlemlenmiştir (p

Harnessing the Power of Group Dynamics to Increase Physical Activity in the School Setting

2025-06-17

Levi Wade , Timo Jaakkola , Arja Sääkslahti +1 more | Routledge eBooks