Search Results (147)

Background: Fundamental movement skills (FMS) underpin lifelong physical activity (PA) and health, yet many children are failing to meet age-appropriate standards. Caregivers hold a critical influence over children’s motor development, but little is known about what helps or hinders family participation, including messaging. This study explored the determinants of family FMS engagement in the United Kingdom (UK) during early childhood, addressing unexplored gaps in how guidance reaches families and the role of grandparents in supporting children’s motor development. Methods: Twenty-three semi-structured interviews were conducted with 15 caregivers and 8 educators, including 4 grandparents and 2 family hub practitioners who offered original insights. Eleven children aged 3–5 years completed a flexible draw-and-tell task, enabling inclusion of rarely represented 3-year-olds. Thematic analysis was deployed. Results: Families and outdoor spaces were pivotal to children’s movement opportunities. However, awareness and understanding of FMS and UK PA guidance were poor, even among educators, disrupting dissemination of information to families. Greater emphasis on PA and FMS concepts within professional development, alongside clearer signposting to resources, more visible public-facing campaigns, and digital formats, could improve how families receive these messages. Tensions emerged between parents’ concerns about grandparents’ physical capability and grandparents’ belief that they could adapt to support children’s development. Unexpectedly, no children drew technology despite screen time frequently displacing active play, hinting at its normalisation and regulatory role in children’s lives. Conclusions: To enhance family understanding, value, and participation in FMS, UK policy must evolve to become more visible, relatable, and responsive to diverse family needs. Full article

Background/Objectives: Children and adolescents on the autism spectrum often experience delays in both gross and fine motor skills, which can limit their participation in physical activity and everyday tasks. Methods: This narrative review synthesizes evidence from 88 peer-reviewed studies examining fundamental motor skills, broader motor competence, and perceived motor competence in individuals aged 3–18 years with a formal diagnosis of autism. Results: Across the literature, children with autism consistently demonstrate lower proficiency in locomotor and object control skills compared with their typically developing peers, while perceived competence emerges as an important factor influencing motivation and engagement. Intervention studies—most commonly school-based or structured physical activity programs—generally report short-term improvements in motor performance, although outcomes vary depending on study design, dosage, and assessment tools. The review also highlights substantial methodological heterogeneity and a notable lack of evidence concerning adolescents, underscoring the need for longitudinal and developmentally sensitive research. Conclusions: Practical implications are discussed for creating supportive movement environments in educational and adapted physical activity settings. This review follows a narrative synthesis approach informed by a structured search strategy. Full article

Background: In response to China’s recent educational policies mandating a focus on fundamental movement skills (FMS) in school physical education, this study investigated the convergent validity between two widely used FMS assessment tools: the Test of Gross Motor Development-3 (TGMD-3) and the Canadian Agility and Movement Skill Assessment (CAMSA). Methods: A random sample of 134 9–10-year-old children were tested with both the CAMSA and the TGMD-3. Results: The outcomes from both the TGMD-3 and the CAMSA revealed a superiority in object-control skills among boys compared to girls, with a significant correlation between the two (r = 0.265–0.482, p < 0.01). Additionally, the Kappa correlation coefficient between the CAMSA and the TGMD-3 was 0.395, while the Kappa correlation coefficient between the CAMSA total skill and the TGMD-3 was 0.654. Conclusions: Both assessment tools effectively identified gender disparities in FMS, demonstrating correlation and consistency within acceptable ranges. Considering the slight variations in scoring methods, it is recommended to employ a variety of assessment tools in future evaluations of children’s FMS to enhance the overall comprehensiveness of the assessment. Full article

Accurate assessment of children’s fundamental motor skills (FMS) is crucial for promoting lifelong healthy development and formulating effective physical education policies. However, China currently lacks standardized assessment tools that cover the entire age range from 3 to 12 years and have undergone thorough cultural adaptation. This study aimed to evaluate the psychometric properties and cultural adaptability of the MOBAK assessment tool in measuring FMS in Chinese children aged 3 to 12 years. A total of 1200 Chinese children from four regions of China participated in the study, including 623 boys (52%) and 577 girls (48%). The MOBAK tool was used to assess FMS across different age groups, focusing on two dimensions: object movement (e.g., throwing, catching, bouncing, and dribbling) and self-movement (e.g., balancing, rolling, jumping, and running). The study evaluated psychometric properties, including reliability and validity. Results indicate that MOBAK demonstrates excellent psychometric characteristics: (1) Good item discrimination (all CR values p < 0.001), with an appropriate difficulty index (0.51–0.67); (2) Extremely high reliability, manifested by high internal consistency (α > 0.80), high test–retest stability, and high inter-rater consistency (ICC > 0.90); (3) Robust construct validity, supported by exploratory and confirmatory factor analyses, which consistently confirmed the hypothesized two-factor model and had excellent fit indicators (CFI/TLI > 0.90, RMSEA/SRMR < 0.08). The MOBAK battery demonstrates strong psychometric properties and cultural validity in the Chinese context for reliably assessing FMS in children aged 3–12 years. These findings provide a foundation for future cross-cultural comparisons and validation studies in other populations. Full article

Objective: This randomized controlled trial aimed to investigate how volume-matched unilateral and bilateral jump training affects physical performance in prepubertal and pubertal male youth soccer players and to examine whether maturational status influences these training adaptations. Methods: Sixty-five male soccer players (age 10.5 ± 2.9 years; height 136.7 ± 17.8 cm; body mass 32.8 ± 8.6 kg; maturity offset −1.6 ± 1.0 years) completed an 8-week training program (two sessions/week). Participants were randomly assigned to a bilateral jump group (n = 22), unilateral jump group (n = 22), or control group (n = 21). Performance was evaluated in a single testing session, which included horizontal jump tests (bilateral standing long jump and single-leg hop distance), linear sprint tests over 10 m (acceleration) and 30 m (maximal sprint performance) using timed trials, and change-of-direction (COD) ability assessed via a standardized timed COD test. Results: Significant main effects of time, maturation, and time × group interactions were observed for all outcomes (p ≤ 0.013). A maturation × group interaction was found for bilateral jump performance (p = 0.045), a group effect for 10 m sprint time (p = 0.015), and a time × maturation × group interaction for COD performance (p < 0.001). Both training groups had improved jump performance (jump distance) and 10 m sprint time across maturity levels, while no changes were observed in the control group. For 30 m sprint time, improvements were observed in both training groups in prepubertal players, whereas only the unilateral group showed improvements in pubertal players. COD performance (completion time) improved in the unilateral group at both maturity levels and in the bilateral group at the pubertal level. Conclusions: Structured jump training enhances horizontal jump distance, sprint performance, and COD ability in youth soccer players. Adaptations appear to be influenced by training modality and maturation, although these effects may vary depending on the specific performance task. Full article

Background: Alpine skiing imposes high biomechanical demands on the lower limbs, which are further amplified in individuals with transfemoral amputation due to prosthetic constraints. This study aimed to quantify three-dimensional knee flexion asymmetries during alpine skiing turns in transfemoral amputee skiers compared with non-disabled controls. Methods: Five unilateral transfemoral amputee skiers (intervention group) and five non-disabled ski instructors (control group) performed six left and six right turns on a skiing simulator under laboratory conditions. Knee flexion angles at the apex of each turn were analyzed using three-dimensional motion capture. Intra-individual differences between the prosthetic and intact limbs were assessed using paired comparisons, and inter-individual differences between groups were evaluated using independent statistical tests (p < 0.05), performed in IBM SPSS Statistics. Results: Intra-individual analysis revealed significant knee flexion asymmetries (p < 0.05) in almost all amputee participants at the apex of both left (mean difference = 7.74°, 95% CI: 3.38–12.09) and right turns (mean difference = 4.36°, 95% CI: 2.66–6.06). In the control group, asymmetries were smaller and reached significance only for the inside leg in both turns (mean difference = 4.02°, 95% CI: 2.51–5.54). Inter-individual comparisons demonstrated significant differences between the groups for both turning directions. During left turns (prosthetic limb on the inside), the largest difference was observed for the inside leg (26.9°, p < 0.001), while the smallest difference occurred for the outside leg (12.1°, p = 0.013). During right turns (prosthetic limb on the outside), the largest difference was found for the outside leg (19.0°, p < 0.001), with a smaller but still significant difference for the inside leg (14.0°, p < 0.001). Conclusions: Transfemoral amputee skiers exhibit a turning strategy that is qualitatively comparable to that of non-disabled skiers; however, it is characterized by a reduced knee flexion range of motion. These limitations appear to be primarily influenced by prosthesis mechanics and user-specific skill levels rather than by a fundamentally different movement strategy. Full article

Computational thinking (CT) has increasingly been recognized as a fundamental skill that should be fostered from early childhood. This study investigated the comparative effectiveness of plugged (robot-based) and unplugged (without technology) instructional activities on the development of CT skills in young children. Two natural classroom groups participated, each receiving the same instructional content and assessment, differing only in intervention modality: one utilized the Bee-bot floor robot, while the other engaged in unplugged activities simulating the robot’s movements. Pre- and post-intervention assessments measured CT and spatial reasoning skills to evaluate learning gains. Results demonstrated significant improvements in CT across both groups, with no statistically significant differences in overall gains, suggesting that unplugged activities, when thoughtfully designed, can be as effective as technology-supported ones. These findings have important implications for designing inclusive and resource-sensitive early childhood CT curricula, emphasizing the value of developmentally appropriate and engaging learning experiences beyond technological availability. Full article

Background: Passing in lacrosse is a fundamental skill essential for both offense and defense, directly influencing game flow. Although the speed–accuracy trade-off is well recognized in motor control, its features in lacrosse passing—particularly regarding directional aspects and skill differences—remain unclear. This study quantified the relationship between pass speed, accuracy, bias, and consistency and examined directional effects and skill-level differences. Methods: Twenty-two female university players (skilled: n = 9; unskilled: n = 13) executed overhand passes to a 5 cm × 5 cm target from 11 m under three effort conditions: warm-up, game intensity, and full effort. Ball speed was derived from lateral video, and landing coordinates from posterior footage. Accuracy, bias, and consistency were assessed using radial error (RE), centroid error (CE), absolute CE (|CE|), and bivariate variable error (BVE). Directional patterns were analyzed through lateral and vertical components and the 95% confidence intervals of the major and minor axes of an error ellipse. A two-way analysis of variance was performed with condition as the within-subject factor and skill level as the between-subject factor. Results: Ball speed increased significantly across conditions. RE, |CE|, and BVE increased with speed, showing directional dependence: variability expanded mainly along the major axis, while the minor axis remained stable. Skilled players showed smaller RE and BVE, with differences most evident vertically and along the major axis. CE direction stayed consistent, indicating that reduced accuracy stemmed from greater bias magnitude and lower consistency rather than shifts in the mean landing point. Conclusions: Findings confirm a speed–accuracy trade-off in lacrosse passing, characterized by directional specificity and skill-related effects. Combining RE, CE, BVE, and ellipse-axis analyses clarified error structure, showing variability concentrated along the movement axis. These results support training focused on vertical control and timing and highlight the value of directional metrics for assessing lacrosse performance. Future research should include male athletes, advanced levels, and in-game scenarios to extend generalizability. Full article

Fundamental movement skills (FMS) and behavioral self-regulation (SR) are important for lifelong physical activity (PA). While physical literacy (PL) mediates child PA, its broader developmental impact in early childhood education (ECE) remains underexplored. The Active Start feasibility study examined a 10-week PL-based intervention’s effects on FMS (stationary, locomotion, object control), total motor competency and behavioral SR, as well as sex-based differences, among 3–5-year-olds in Somerville, Massachusetts childcare centers. Children (mean age = 3.8 years, 55% boys) were randomized by childcare center (two per condition) into intervention (n = 39) or control (n = 35) groups. Outcomes were measured at baseline and final using the Peabody Developmental Motor Scales for FMS and motor competency and the Head–Toes–Knees–Shoulders task for SR. Intervention effects were assessed using linear mixed-effects and zero-inflated mixed-effects hurdle models, with interactions examining sex-based differences in program effectiveness. Stationary skills had a net average improvement of 2.3 points in the intervention group compared to the control (p < 0.01). No significant treatment effects were observed for locomotor, object control, total motor competency or behavioral SR skills (p > 0.05). The treatment effects did not significantly differ by sex. PL-based ECE interventions may enhance stability skills in motor development, but further research in larger samples is needed to determine broader impacts on early childhood development. Full article

Recent advances in bioinspired robotics highlight the growing demand for dexterous, adaptive control strategies that allow robots to interact naturally, safely, and efficiently with dynamic, contact-rich environments. Yet, achieving robust adaptability and reflex-like responsiveness to unpredictable disturbances remains a fundamental challenge. This paper presents a bioinspired imitation learning framework that models human adaptive dynamics to jointly acquire and generalize motion and force skills, enabling compliant and resilient robot behavior. The proposed framework integrates hybrid force–motion learning with dynamic response mechanisms, achieving broad skill generalization without reliance on external sensing modalities. A momentum-based force observer is combined with dynamic movement primitives (DMPs) to enable accurate force estimation and smooth motion coordination, while a broad learning system (BLS) refines the DMP forcing function through style modulation, feature augmentation, and adaptive weight tuning. In addition, an adaptive radial basis function neural network (RBFNN) controller dynamically adjusts control parameters to ensure precise, low-latency skill reproduction, and safe physical interaction. Simulations and real-world experiments confirm that the proposed framework achieves human-like adaptability, robustness, and scalability, attaining a competitive learning time of 5.56 s and a rapid generation time of 0.036 s, thereby demonstrating its efficiency and practicality for real-time applications and offering a lightweight yet powerful solution for bioinspired intelligent control in complex and unstructured environments. Full article

Background/Objectives: The Test of Gross Motor Development (TGMD-2) totals assume equal weighting of the 12 locomotor (LOC) and object control (OC) skills, yet validation studies indicate differential contributions. The study compared equal- and differential-weighted scores for LOC and OC skills, with three fitness and two physical activity (PA) outputs during guided active play (GAP). Methods: Children’s (n = 82; 7.6 ± 1.5 years) TGMD-2 LOC and OC differential factor weights were estimated with Exploratory Factor Analysis (EFA) and compared to equal weights with multiple linear regression (two, five, and eight predictors) and Chi-square analyses. Predictor variables included fitness, BMI, sex, age stages, and PA assessed by energy expenditure (PAEE) and intensity (MVPA) estimated using accelerometry during 1 h GAP. Results: EFA supported a two-factor structure (variance explained = 51.1%) with ≥0.500 loadings for 9/12 skills. Differential- and equal-weighted LOC and OC scores showed varied contributions from individual skills. Multiple linear regression analysis showed similar explained variances (R²) of 53% (PAEE), 40% (MVPA), 31% (OC), and 14% (LOC) for equal or differential scores with eight predictors. Although β coefficients varied, going from two, five, and eight predictors, the impact of equal and differential weights was comparable. Chi-square analysis indicated high OC associated with MVPA (X² (4) = 9.42, p ≤ 0.05), LP, and STR with PAEE. Conclusions: TGMD-2 outputs with equal- and differential-weighted scores are adequate for clinical/educational use, which show similar relationships with PA and HRF variables. Differential-weighted TGMD-2 scores comprise different contributions of movement skills and may hold promise for intervention studies focused on varied or target tasks and movement abilities. Full article

Background/Objectives: The developmental gymnastics (DG) exercise programme is a specialised form of gymnastics that focuses on the physical, cognitive, and motor development of individuals, particularly children. This 36-week study aimed to investigate the effect of DG on the gross motor skills (GMS) of preschoolers. Methods: This randomised controlled trial included 300 preschool children (5.1 ± 0.83 years), of whom 220 completed the 36-week programme (EG = 99, CG = 121). The children were randomly assigned to either an experimental group or a control group following standard physical activities. Attrition was mainly due to illness or attendance below 80%. Analyses were adjusted for age and BMI to control for confounding variables. Children in the CG participated in three organised extracurricular physical activities per week. In contrast, those in the EG engaged in 60 min of the designated exercise programme twice a week. We employed the Test of Gross Motor Development-2 (TGMD-2) to evaluate gross motor skills (GMS). Results: The mixed ANCOVA models revealed that EG showed greater improvement in all locomotor skills tests compared with the CG, with mean differences in TGMD-2 total scores of +3.28 points (p = 0.0002, partial η² = 0.24). Effect sizes ranged from small to large (partial η² = 0.05–0.19; Cohen’s d = 0.6–1.4), indicating meaningful practical improvements in gross motor competence. In the combined sample, both groups demonstrated similar improvements in all tests of object control skills. However, gender-specific differences were observed in the improvement of underhand roll, stationary dribble performance, and the total score of object control skills. Girls in the CG showed more improvement in underhand roll performance than girls in the EG. In contrast, boys in the EG demonstrated greater improvements in stationary dribble performance (4%) and the total score for object control skills (3%) compared to boys in the CG. Conclusions: The results of this study indicate that the nine-month DG programme was associated with significant improvements in GMS in preschool children. These findings highlight the value of structured gymnastics as a sustainable component of preschool curricula. Trial Registration Number: NCT06315036. Full article

Vertical jumping is a fundamental motor skill that develops rapidly in early childhood, yet the biomechanical contribution of arm swing in preschool-aged children remains unclear. This study aimed to investigate how arm swing influences countermovement jump (CMJ) performance in typically developing children aged 3 to 6 years. A total of 411 children (53.5% girls; mean age: 4.9 ± 1.1 years) from four European cities participated in this cross-sectional study. Each child completed five CMJs with and without arm swing using the Optojump system, measuring variables such as jump height, flight time, contact time, power, the reactive strength index (RSI), pace, and verticality. The results revealed a significant increase in jump height when using arm swing for both boys (+15%) and girls (+12.5%) (p < 0.001), yet power output, the RSI, pace, and verticality decreased significantly (p < 0.05). These findings suggest that preschool children are not yet biomechanically efficient in integrating arm movements into vertical jumping due to immature neuromuscular coordination. Although arm swing improves jump height, it does not enhance overall movement efficiency at this developmental stage. This study highlights the need for multidimensional and age-appropriate assessment protocols to better understand motor integration during early childhood. Full article

Background: Movement is crucial for human development, particularly during childhood. Fundamental movement skills (FMSs) are essential movement patterns that support physical, cognitive, and social development. Recent studies indicate an alarming worldwide decline in FMS acquisition, potentially impacting children’s long-term physical fitness and health. This scoping review explored FMSs, their relationship to motor competence and physical literacy, associations with physical activity and fitness, assessment methods, and effective interventions. Methods: A comprehensive literature review was conducted using the PubMed, Web of Science, and Cumulative Index to Nursing and Allied Health Literature databases. The search utilized key phrases related to FMSs, motor competence, and physical literacy. Initially, 2251 publications were identified. Results: After rigorous screening, 95 English-language literature reviews and meta-analyses focusing on FMSs in healthy children were selected for detailed analysis. The accepted publications were categorized into five thematic areas: FMSs and motor development (11 publications), conceptual terms in FMS context (8 publications), relationships between FMSs and other parameters (15 publications), FMS assessment tools (14 publications), and intervention effects on FMSs (47 publications). Conclusions: Effective FMS acquisition requires collaborative interventions involving teachers, parents, sports professionals, and healthcare providers. Future research should focus on developing standardized assessment tools, interpreting FMSs as part of physical literacy to understand their association with PA level and design efficient intervention strategies. Full article