Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Test Instruments and Data Collection
- Basic motor competencies (BMCs; children tests):
- Social integration (PIQ; teacher questionnaires):
- General health-related quality of life (general HRQoL; parent questionnaires):
- Physical well-being (parent questionnaires):
2.3. Data Analysis
3. Results
Latent Structural Equation Models
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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MOBAK-KG | MOBAK-1-2 | |
---|---|---|
Object movement | ||
Throwing | The child throws six juggling balls at a target of 1.1 m height from a distance of 1.5 m with overhead throws. | The child throws six juggling balls at a target of 1.3 m height from a distance of 2.0 m. |
Catching | The tester drops a small basketball to the ground from a height of 1.5 m so that the ball bounces back up at least 1.1 m from the ground. The child catches the ball after it has reached the highest point. | The tester drops a small ball to the ground from a height of 2.0 m so that the ball bounces back up at least 1.3 m from the ground. The child catches the ball after it has reached the highest point. |
Bouncing | The child bounces a small volleyball with both hands and catches it again without losing the ball. | The child bounces a small basketball through a marked corridor (5.0 × 1.0 m) without losing the ball. |
Dribbling | The child dribbles a futsal ball through a marked corridor (2.8 × 9.0 m) around two obstacles without stopping or losing the ball. | The child dribbles a futsal ball through a marked corridor (5.0 × 1.0 m) without losing the ball. |
Self-movement | ||
Balancing | The child walks across an overturned long bench without stepping off the bench. | The child walks across an overturned see-sawing long bench without stepping off the bench. |
Rolling | The child performs a forward roll down an inclined mat and is able to land fluently in a standing position on his/her feet. | The child performs a forward roll on a mat and is able to land fluently in a standing position on his/her feet. |
Jumping | The child jumps a distance of 3.0 m on one foot, turns around, and jumps back 3.0 m on the other foot. | The child jumps between and beneath carpet tiles fluently with one leg between the tiles and with straddled legs beneath the tiles. |
Running | The child runs forward along a corridor (0.6 m × 4.0 m) to a wall, touches it with his/her hand, and then runs back backwards. | The child moves sideways from one cone to another placed at a distance of 3 m from each other. |
Preschool | Primary School | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
Overall | Boys | Girls | Overall | Boys | Girls | |||||
M [95% CI] | ICC | M [95% CI] | M [95% CI] | d | M [95% CI] | ICC | M [95% CI] | M [95% CI] | d | |
Object movement a | 4.0 [3.8; 4.1] | 0.02 | 4.4 [4.2; 4.5] | 3.5 [3.4; 3.7] | 0.42 | 5.5 [5.4; 5.6] | 0.12 | 5.9 [5.7; 6.0] | 5.1 [5.0; 5.3] | 0.43 |
Self-movement a | 4.5 [4.4; 4.7] | 0.05 | 4.3 [4.1; 4.5] | 4.8 [4.6; 5.0] | 0.21 | 4.9 [4.8; 5.1] | 0.14 | 4.8 [4.6; 5.0] | 5.1 [4.9; 5.3] | 0.14 |
Social integration a | 13.5 [13.4; 13.7] | 0.19 | 13.4 [13.2; 13.5] | 13.7 [13.6; 13.9] | 0.17 | 13.7 [13.6; 13.8] | 0.25 | 13.5 [13.3; 13.8] | 13.9 [13.7; 14.1] | 0.15 |
General HRQoL sum score b | 41.5 [41.2; 41.7] | 0.04 | 41.4 [41.1; 41.8] | 41.5 [41.1; 41.8] | 0.004 | 41.2 [40.9; 41.5] | 0.03 | 40.8 [40.4; 41.2] | 41.5 [41.2; 41.9] | 0.18 |
General HRQoL t-value 1,b | 51.9 [51.4; 52.4] | 0.02 | 51.8 [51.1; 52.5] | 51.9 [51.2; 52.7] | 0.02 | 51.7 [51.1; 52.2] | 0.02 | 51.1 [50.3; 51.8] | 52.3 [51.5; 53.1] | 0.15 |
Physical well-being sum score c | 21.9 [21.7; 22.2] | 0.04 | 22.3 [21.9; 22.6] | 21.6 [21.1; 22.0] | 0.27 | |||||
Physical well-being t-value 1,c | 53.2 [52.6; 53.8] | 0.003 | 54.1 [53.3; 54.8] | 52.2 [51.3; 53.1] | 0.33 |
Model | Analysis | Sample | n | χ2 | df | p | CFI | RMSEA |
---|---|---|---|---|---|---|---|---|
1a | MIMIC | SS 1 preschool | 943 | 115.947 | 69 | <0.001 | 0.961 | 0.027 |
1b | MIMIC | SS 1 primary school | 880 | 92.865 | 69 | 0.029 | 0.967 | 0.020 |
2a | MGM | SS 1 preschool | 943 | 201.069 | 160 | 0.015 | 0.971 | 0.023 |
2b | MGM | SS 1 primary school | 880 | 180.123 | 160 | 0.132 | 0.977 | 0.017 |
3 | MIMIC | SS 2 preschool | 384 | 88.459 | 69 | 0.057 | 0.962 | 0.027 |
4 | MGM | SS 2 preschool | 384 | 175.645 | 160 | 0.188 | 0.971 | 0.023 |
Factors | Preschool (Model 1a) | Primary School (Model 1b) | ||||||
---|---|---|---|---|---|---|---|---|
(1) | (2) | (3) | (4) | (1) | (2) | (3) | (4) | |
(1) Object movement | ||||||||
(2) Self-movement | 0.74 *** | 0.56 *** | ||||||
(3) Social integration | 0.27 *** | 0.26 *** | 0.22 *** | 0.18 ** | ||||
(4) General HRQoL | 0.01 | 0.04 | 0.04 | 0.003 | 0.14 ** | 0.13 *** | ||
(5) Age | 0.59 *** | 0.47 *** | 0.15 *** | −0.01 | 0.49 *** | 0.33 *** | 0.10 | <0.01 |
Factors | Preschool (Model 2a) | Primary School (Model 2b) | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
(1) | (2) | (3) | (4) | (5) | (1) | (2) | (3) | (4) | (5) | |
(1) Object movement | 0.85 *** | 0.34 *** | −0.01 | 0.53 *** | 0.64 *** | 0.21 ** | 0.11 | 0.44 *** | ||
(2) Self-movement | 0.84 *** | 0.22 * | 0.01 | 0.44 *** | 0.68 *** | 0.12 | 0.12 | 0.26 *** | ||
(3) Social integration | 0.26 *** | 0.27 *** | 0.07 | 0.15 *** | 0.32 *** | 0.24 ** | 0.16 ** | 0.09 | ||
(4) General HRQoL | 0.06 | 0.05 | 0.01 | −0.02 | −0.03 | 0.18 ** | 0.10 | −0.001 | ||
(5) Age | 0.71 *** | 0.52 *** | 0.15 *** | −0.02 | 0.58 *** | 0.44 *** | 0.10 | −0.001 |
Factors | (1) | (2) | (3) | (4) |
---|---|---|---|---|
(1) Object movement | ||||
(2) Self-movement | 0.79 *** | |||
(3) Social integration | 0.29 *** | 0.40 *** | ||
(4) Physical well-being | 0.20 ** | 0.29 *** | 0.07 | |
(5) Age | 0.54 *** | 0.39 *** | 0.17 ** | −0.04 |
Factors | Boys | Girls | ||||||
---|---|---|---|---|---|---|---|---|
(1) | (2) | (3) | (4) | (1) | (2) | (3) | (4) | |
(1) Object movement | ||||||||
(2) Self-movement | 0.83 *** | 0.88 *** | ||||||
(3) Social integration | 0.40 *** | 0.26 ** | 0.24 ** | 0.48 *** | ||||
(4) Physical well-being | 0.21 ** | 0.35 *** | 0.05 | 0.15 | 0.34 ** | 0.18 | ||
(5) Age | 0.45 *** | 0.29 *** | 0.19 *** | −0.05 | 0.68 *** | 0.58 *** | 0.20 *** | −0.04 |
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Bretz, K.; Seelig, H.; Ferrari, I.; Keller, R.; Kühnis, J.; Storni, S.; Herrmann, C. Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life. Int. J. Environ. Res. Public Health 2022, 19, 14537. https://doi.org/10.3390/ijerph192114537
Bretz K, Seelig H, Ferrari I, Keller R, Kühnis J, Storni S, Herrmann C. Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life. International Journal of Environmental Research and Public Health. 2022; 19(21):14537. https://doi.org/10.3390/ijerph192114537
Chicago/Turabian StyleBretz, Kathrin, Harald Seelig, Ilaria Ferrari, Roger Keller, Jürgen Kühnis, Simone Storni, and Christian Herrmann. 2022. "Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life" International Journal of Environmental Research and Public Health 19, no. 21: 14537. https://doi.org/10.3390/ijerph192114537