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Ryan M. Chambers, Tim J. Gabbett and Michael H. Cole

forwards and backs and are required to perform repeated bouts of high-intensity locomotor activity (sprinting, running, and accelerations) separated by low-intensity activity (standing, walking, and jogging). 1 – 6 In addition to the locomotor demands of match play, players are frequently involved in high

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You Fu and Ryan D. Burns

the TGMD-2 ( Estevan et al., 2017 ; Ulrich, 2000 ; Webster & Ulrich, 2017 ). The TGMD-3 assessed gross motor competency across 13 movement skills within separate locomotor and ball skill subtests. The locomotor subtest items included run, skip, slide, gallop, hop, and horizontal jump. The ball

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Sofiya Alhassan, Christine W. St. Laurent and Sarah Burkart

used multiple keywords including preschool, head start, headstart, early childhood, childcare center, daycare, physical activity, health behavior, exercise, physical education, behavior change, inactivity, sedentary behavior, recess, playtime, structured activity, play time, locomotor skills, physical

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Jane E. Clark, Farid Bardid, Nancy Getchell, Leah E. Robinson, Nadja Schott and Jill Whitall

that revealed a “disappearing” reflex, Thelen and colleague Beverly D. Ulrich discovered in this work the “hidden” skills of walking by supporting pre-locomotor infants on a motorized treadmill. Again, using the sophisticated biomechanical techniques employed more often with older children and athletes

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Tamara May, Nicole Rinehart, Lisa Barnett, Trina Hinkley, Jane McGillivray, Helen Skouteris, Delwyne Stephens and Debra Goldfinch

, Hass, Naik, Lodha, & Cauraugh, 2010 ; Kindregan, Gallagher, & Gormley, 2015 ; Nayate, Bradshaw, & Rinehart, 2005 ). Fundamental movement skills (FMS) can be described as object control (object manipulation: e.g., throwing a ball), locomotor skills (movements of the body from one spot to another: e

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Dean J. Kriellaars, John Cairney, Marco A.C. Bortoleto, Tia K.M. Kiez, Dean Dudley and Patrice Aubertin

and social settings throughout their childhood ( Jurbala, 2015 ; Whitehead, 2010 ). Children with greater competence in locomotor skills have significantly less sedentary time than those with poorer locomotor skills, and total motor skill performance is significantly associated with time spent in

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Wesley O’Brien, Michael J. Duncan, Orlagh Farmer and Diarmuid Lester

, and PA include running, hopping, skipping (locomotor), throwing, catching, kicking (object control), balancing, twisting, and dodging (stability) ( Department of Education Victoria, 1996 ; Gallahue, Ozmun, & Goodway, 2012 ). Previous evidence suggests that children have the developmental potential to

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Margaret K. Danilovich, David E. Conroy and T. George Hornby

, Lee, & Schmidt, 2008 ; Kleim & Jones, 2008 ). For example, data in patients with or without neurological injury (stroke or SCI) suggest that stepping practice at high aerobic intensities (70–80% of predicted maximum heart rate) or difficult stepping tasks may facilitate gains in locomotor function

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Sandra Silva-Santos, Amanda Santos, Michael Duncan, Susana Vale and Jorge Mota

feet, and locomotor skills, such as walking and hopping to describe goal-directed human movement ( Barnett, Salmon, & Hesketh, 2016 ; Sanchez et al., 2017 ), that are ideally learned during preschool and early school years ( Barnett, Salmon, et al., 2016 ) and which are associated with the practice of

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Jill Pawlowski, E. Andrew Pitchford, Daniel W. Tindall and Seo Hee Lee

Edited by ZáNean McClain

locomotor function in children with cerebral palsy: A randomized controlled pilot study. Archives of Physical Medicine and Rehabilitation, 98 (11), 2126–2133. doi: 10.1016/j.apmr.2017.04.022