*3.3. Time*

When considering recommended FMS guidelines for children and adolescents, the variable of "time" under the FITT acronym can refer to either (1) the duration of time devoted to motor skill instruction and practice across a complete intervention [22,75] or (2) the duration in minutes of motor skill instruction and practice in a singular FMS session of intervention [13].

A previous meta-analysis by Logan et al. (2012), which specifically examined motor skill interventions in children, found that no significant relationship existed between the duration in minutes of the FMS intervention dose and the subsequent effect size of participant FMS improvements post intervention (the intervention–dose response). Many interventions for FMS identified within this meta-analysis were noted as lasting from between 6 and 15 weeks in length, and ranged from 480 to 1440 min (8 to 24 h) total in duration [22]. More recently, Robinson et al. (2017) suggested that 600 min (10 h) of high-quality instruction for pre-schoolers could significantly improve children's motor competence, and the authors reported similar improvements for children's FMS performances, regardless of whether participants had received a 660 min (*n* = 27, 13 males, 14 females, mean age = 4.4 years, SD = 0.6 years), 720 min (*n* = 23, 11 males, 12 females, mean age = 4.4 years, SD = 0.4 years), or 900 min (*n* = 25, 13 males, 12 females, mean age = 4.5 years, SD = 0.5 years) dose of FMS instruction as part of the Children's Health Activity Motor Program (CHAMP) intervention across a 12-week period [75]. In other studies of younger children aged between 2 and 6 years old, evidence would suggest that interventions with a shorter duration (ranging from 1 month to 5 months) have demonstrated significantly higher effect sizes for FMS proficiency when compared with studies of longer durations (6 months or longer) [13]. It has been theorised that the activities provided in the intervention may, over time, become repetitive and monotonous to the children, leading participants to disengage from the intervention and its associated activities [22].

Tompsett et al. (2017) in their updated systematic review of pedagogical approaches used in FMS interventions reported that individual FMS session durations vary widely across the FMS-related literature for children and adolescents, with session durations of: 20 min, 30 min, 40 min, 45 min, 60 min, and 90+ min being reported. Findings from this systematic review observed that both the session duration and the number of sessions per

week (frequency) were not associated with FMS proficiency outcomes in participants aged 5–18 years [80]. Many evidence-informed FMS studies with children and adolescents in sport and PE settings have cited that the implementation of two sessions a week appears to promote positive changes in FMS competence, with total session time across the week equalling approximately 60 min [40,74,81,82].

The use, however, of one session a week in the 30–60 min range has also been found to be effective in promoting enhanced skill growth and motor development among children and adolescents [83–85]. Aligned to the FITT principle, no clear guidelines for the suggested FMS session(s) time exists in child and adolescent FMS-related research. Existing evidence from above, however, suggests that somewhere between 30 and 60 min per session would appear appropriate for FMS-related skill development. Notwithstanding the relationship between the individual, the task, and the environment in which the motor skill task is performed [86–88], the time available for FMS devotion will likely depend on the intervention setting, be that a community-based sports club, or in a school environment through Physical Education classes, for example. *Int. J. Environ. Res. Public Health* **2023**, *20*, x FOR PEER REVIEW 7 of 16 Overall, while no specific FMS guidelines for time have been consistently set within the literature for increased FMS competence in children and adolescents, some impactful *Int. J. Environ. Res. Public Health* **2023**, *20*, x FOR PEER REVIEW 7 of 16

Overall, while no specific FMS guidelines for time have been consistently set within the literature for increased FMS competence in children and adolescents, some impactful research has reported that successful FMS-related interventions appear to comprise at least 600 min of quality instruction time, with effective FMS session durations lasting somewhere between 30 and 60 min per week and being no longer than 6 months overall in duration (particularly when training those in early childhood). Future research regarding the FMS training of children and adolescents is needed, by specifically examining dose–response relationships for meaningful FMS-related intervention guidelines [13,75,80]. research has reported that successful FMS-related interventions appear to comprise at least 600 min of quality instruction time, with effective FMS session durations lasting somewhere between 30 and 60 min per week and being no longer than 6 months overall in duration (particularly when training those in early childhood). Future research regarding the FMS training of children and adolescents is needed, by specifically examining dose–response relationships for meaningful FMS-related intervention guidelines [13,75,80]. *3.4. Type*  Overall, while no specific FMS guidelines for time have been consistently set within the literature for increased FMS competence in children and adolescents, some impactful research has reported that successful FMS-related interventions appear to comprise at least 600 min of quality instruction time, with effective FMS session durations lasting somewhere between 30 and 60 min per week and being no longer than 6 months overall in duration (particularly when training those in early childhood). Future research regarding the FMS training of children and adolescents is needed, by specifically examining *Int. J. Environ. Res. Public Health* **2023**, *20*, x FOR PEER REVIEW 7 of 16 Overall, while no specific FMS guidelines for time have been consistently set within the literature for increased FMS competence in children and adolescents, some impactful research has reported that successful FMS-related interventions appear to comprise at

### *3.4. Type* FMS development is influenced not just by the frequency, intensity, and time endose–response relationships for meaningful FMS-related intervention guidelines

**Dimension** 

**Skill Context** 

**Learner Autonomy** 

**Skill Context** 

**Skill Context** 

**Learner Autonomy** 

FMS development is influenced not just by the frequency, intensity, and time engaged in practice; practitioners must also select the type of practice. In a recent systematic review of the pedagogical approaches used in FMS interventions for children and adolescents [80], it was revealed that FMS interventions are indeed effective at improving FMS proficiency (27 of 29 included studies). Central to the success of these interventions are the deliberate decisions that trained and/or experienced practitioners make when designing and delivering developmentally appropriate activities [2]. This culminating section on the FITT principle's relationship with FMS will focus on three decisions that practitioners may need to make in relation to type of practice: (i) the nature of guidance, (ii) the level of autonomy afforded to learners, and (iii) the extent to which the FMS are performed in isolation or in the context of a game form (Table 2). gaged in practice; practitioners must also select the type of practice. In a recent systematic review of the pedagogical approaches used in FMS interventions for children and adolescents [80], it was revealed that FMS interventions are indeed effective at improving FMS proficiency (27 of 29 included studies). Central to the success of these interventions are the deliberate decisions that trained and/or experienced practitioners make when designing and delivering developmentally appropriate activities [2]. This culminating section on the FITT principle's relationship with FMS will focus on three decisions that practitioners may need to make in relation to type of practice: (i) the nature of guidance, (ii) the level of autonomy afforded to learners, and (iii) the extent to which the FMS are performed in isolation or in the context of a game form (Table 2). [13,75,80]. *3.4. Type*  FMS development is influenced not just by the frequency, intensity, and time engaged in practice; practitioners must also select the type of practice. In a recent systematic review of the pedagogical approaches used in FMS interventions for children and adolescents [80], it was revealed that FMS interventions are indeed effective at improving FMS proficiency (27 of 29 included studies). Central to the success of these interventions are the deliberate decisions that trained and/or experienced practitioners make when designing and delivering developmentally appropriate activities [2]. This culminating section on the FITT principle's relationship with FMS will focus on three decisions that practitioners least 600 min of quality instruction time, with effective FMS session durations lasting somewhere between 30 and 60 min per week and being no longer than 6 months overall in duration (particularly when training those in early childhood). Future research regarding the FMS training of children and adolescents is needed, by specifically examining dose–response relationships for meaningful FMS-related intervention guidelines [13,75,80]. *3.4. Type*  FMS development is influenced not just by the frequency, intensity, and time engaged in practice; practitioners must also select the type of practice. In a recent systematic review of the pedagogical approaches used in FMS interventions for children and adolescents [80], it was revealed that FMS interventions are indeed effective at improving FMS proficiency (27 of 29 included studies). Central to the success of these interventions are the deliberate decisions that trained and/or experienced practitioners make when design-

may need to make in relation to type of practice: (i) the nature of guidance, (ii) the level of

**Contextualised** skill practice (game), often with simplification and/or exaggeration.

**Learner selects** content, sequence, and duration of practice activities.

**Contextualised** skill practice (game), often with simplification and/or exaggeration.

**Contextualised** skill practice (game), often with simplification and/or exaggeration.

**Learner selects** content, sequence, and duration of practice activities.

**Table 2.** Dimensions of practice type to enhance fundamental movement skills. **Table 2.** Dimensions of practice type to enhance fundamental movement skills. autonomy afforded to learners, and (iii) the extent to which the FMS are performed in ing and delivering developmentally appropriate activities [2]. This culminating section on the FITT principle's relationship with FMS will focus on three decisions that practitioners


isolation or in the context of a game form (Table 2).

**Isolated** technical practice (exercise), often with task decomposition.

**Teacher selects** content, sequence, and duration of practice activities.

**Isolated** technical practice (exercise), often with task decomposition.

**Isolated** technical practice (exercise), often with task decomposition.

**Teacher selects** content, sequence, and duration of practice activities.

feedback.
