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three established instruments, namely the Test of Gross Motor Development (TGMD; Ulrich, 1985 ), Test of Gross Motor Development-2 (TGMD-2; Ulrich, 2000 ), and the Get Skilled Get Active ( NSW Department of Education and Training, 2000 ). Four skills (run, stationary dribble, kick, and catch) were

focused on the NFL’s quick response in revising its concussion policy to include “ataxia” (gross motor instability) to the list of symptoms that required immediate removal of play (along with unconsciousness, confusion, and amnesia) ( Louis-Jacques, 2022c ). The media also focused on the NFL’s firing of

secondary outcome ( Cloutier et al., 2015 ; Fitzgibbon et al., 2006 , 2013 ; Taverno Ross et al., 2018 ; Yin et al., 2012 ), one targeted both physical activity and diet ( Cruz et al., 2016 ), and one targeted gross motor skill performance and physical activity ( Bellows et al., 2013 ). It is

, 2022 ; Sortwell et al., 2022 ). Children with ASD have difficulties understanding verbal directions and isolating parts of an activity or task; therefore, they tend to prefer basic gross motor activities requiring low motor coordination similar to those preferred in typically developing children at a

• 86% AA, 9% Latino • YMCAs in southeastern United States • 9 months • Start for Life: 30 min of daily physical activities incorporating gross motor, self-management, and self-regulation skills • Teachers • Usual care • Self-efficacy and SCT • Baseline and immediately postintervention • Physical

used the Test of Gross Motor Development to determine if a motor skill or PA intervention was successful in developing a child’s FMS ( Ketcheson et al., 2021 ). The dichotomous scoring procedure (i.e., 1 if the skill is present and 0 if it is not present) makes it suitable for determining the NNT

published by Jan Piek et al. Piek, Dawson, Smith, and Gasson ( 2008 ) discovered that parental reports of early gross motor development predicted later cognitive development at school age. Interestingly, the fine and gross motor skills trajectories did not predict school-age fine and gross motor performance

. The authors concluded that “development of gross motor control in utero emerges in the presence of dynamic and interactive environmental factors” (p. 1). During the third trimester, when fetuses have been observed producing more complex actions, one of the classic patterns is called hand

differences in toy options may certainly be linked to differences in the types of skills and abilities that are practiced or developed. Specifically, boys may be provided with more opportunities to develop spatial, gross motor, and self-assertion skills while girls may be encouraged to develop fine-motor and

movement, such as the Peabody Developmental Motor Scale ( Folio & Fewell, 2000 ), the Movement Assessment Battery for Children ( Henderson, Sugden, & Barnett, 2007 ), and the Test of Gross Motor Development ( Ulrich, 2000 ), all assessments have some degree of limitations. These limitations range from a