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The purpose of this study was to examine the relationship between gross motor skills and school day steps per minute, testing various motivational constructs as potential mediators. A convenience sample of 66 sixth-grade children (mean age = 11.6 ± 0.5 years; 30 boys, 36 girls) were recruited from one public “Zoom” school. Gross motor skills were assessed using the Test for Gross Motor Development-3rd Edition. Motivational constructs were assessed using a series of validated questionnaires. Children wore a pedometer for one school week. A bootstrap mediation analysis was employed using gross motor skills scores as the predictor variable and steps per minute as the outcome variable; the motivational constructs consisted of perceived competence, enjoyment, and self-efficacy as potential mediators. The results from a bootstrap mediation analysis yielded a statistically significant average causal mediation effect (ACME) using perceived competence as the mediator (ACME = 0.022, 95% CI [0.001, 0.054], p = .018). Perceived competence mediated 30.8% of the total effect between gross motor skill scores and steps per minute, with the entire model explaining approximately 13.6% of the variance. The relationship between gross motor skills and school day physical activity may be mediated through perceived competence in sixth-grade children.

Background: The purpose of this study was to explore the effect of an active video gaming (AVG) classroom curriculum on health-related fitness, school day steps, and motivation in sixth graders. Methods: A convenience sample of 65 sixth graders were recruited from 2 classrooms from a school located in the Western United States. One classroom served as the comparison group (n = 32) that participated in active free play, and one classroom served as the intervention group (n = 33) that participated in an AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps. School day steps were recorded, and motivational variables were collected using questionnaires. Measures were collected at baseline and an 18-week posttest time point. Results: There was a significant group × time interaction for Progressive Aerobic Cardiovascular Endurance Run laps (b = 20.7 laps; 95% confidence interval, 14.6 to 26.8; P < .001). No statistically significant interactions were found for step counts or any of the motivational variables. Conclusions: An 18-week AVG classroom curriculum improved cardiorespiratory endurance relative to the comparison group in sixth graders. This study supports the use of low-cost AVG curricula to improve the health-related fitness of youth.

Background: To examine the relationships among school day sedentary times (SED), light physical activity (LPA), and moderate to vigorous physical activity (MVPA) with gross motor skills in children using Compositional Data Analysis. Methods: Participants were 409 children (mean age = 8.4 [1.8] y) recruited across 5 low-income schools. Gross motor skills were assessed using the test for gross motor development—third edition (TGMD-3), and physical activity was assessed using accelerometers. Isometric log-ratio coordinates were calculated by quantifying the relative proportion of percentage of the school day spent in SED, LPA, and MVPA. The associations of the isometric log-ratio coordinates with the TGMD-3 scores were estimated using general linear mixed-effects models adjusted for age, body mass index, estimated aerobic capacity, and school affiliation. Results: A higher proportion of the school day spent in %MVPA relative to %SED and %LPA was significantly associated with higher TGMD-3 total scores (γ _MVPA = 14.44, P = .01). This relationship was also observed for the ball skills subtest scores (γ _MVPA = 16.12, P = .003). Conclusions: Replacing %SED and %LPA with %MVPA during school hours may be an effective strategy for improving gross motor skills, specifically ball skills, in low-income elementary school-aged children.

Background: Health care payment reform has increased employers and health insurance companies’ incentive to take measures to control the rising costs of medical care in the United States. To date, limited research has investigated the influence outpatient physical therapy (PT) visits have on clinical outcomes following anterior cruciate ligament reconstruction (ACLR) with and without a concurrent meniscal repair. Objective: To examine the relationship between the number of PT visits and patient-reported outcome scores following ACLR outpatient rehabilitation. Study Design: Retrospective cohort. Level of Evidence: 2b. Methods: Patients following ACLR with (n = 62) and without (n = 328) meniscal repair were identified through an electronic medical record database. Results: Patients with more PT visits had higher knee outcome survey—activities of daily living (KOS-ADL) change scores (P = .01) following ACLR without meniscal repair. Younger patients yielded significantly higher KOS-ADL change scores (P = .05) in the same cohort. Patients in the semisupervised PT visit strata recorded an 11.1 higher KOS-ADL change score compared with patients within the unsupervised PT visit stratum (P = .02). Younger patients also yielded significantly larger reductions in numeric pain (P = .01) following ACLR without meniscal repair. No significant differences were found between PT visits and either patient-reported outcome following ACLR with meniscal repair. Conclusion s: Our findings suggest that younger patients and those in a semisupervised PT visit model have superior patient-reported outcomes following ACLR without meniscal repair. Preliminary findings indicate no relationship with PT visits and patient-reported outcomes in patients after ACLR with meniscal repair surgery. Clinical Relevance: These findings promote an alternative model to outpatient PT following ACLR without meniscal repair that may be more clinically effective and value based. There appears to be a need for patients to undergo a balanced regimen of supervised PT and effective interventions that can be conducted independently.