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Kara K. Palmer, Danielle Harkavy, Sarah M. Rock and Leah E. Robinson

the performance of individual locomotor skills. Motor skill interventions are an effective way to teach motor skills to children ( Logan, Robinson, Wilson, & Lucas, 2011 ; Wick et al., 2017 ), but it is unclear if boys and girls exhibit different changes in skills across FMS interventions. One study

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Leah E. Robinson, Kara K. Palmer and Sean K. Meehan


This study examined the effects of three different treatment doses of a motor skill intervention (the Children’s Health Activity Motor Program [CHAMP]) on changes in preschoolers’ motor performance.


Onehundred and nine children were divided into one of four groups: control and three CHAMP dosage groups: T1, 660 min; T2, 720 min; or T3, 900 min. Motor performance was assessed before and after the intervention using the Test of Gross Motor Development, 2nd Edition (TGMD-2). We used a 2 (time) × 4 (treatment) mixed-measures ANOVA to determine interaction and main effects. Significant interactions were decomposed using separate one-way between groups ANOVAs at each time point followed by Tukey’s post hoc tests.


Results revealed a significant time × treatment interaction (F 3, 100 = 16.79; p < .001). There were no differences across treatment groups before the intervention (F 3, 100 = .075, p < .90), but after the intervention the control group had significantly lower TMGD-2 scores compared with all three CHAMP intervention groups (F 3, 100 = 9.92, p < .001, all post hoc tests, p < .001). Posttreatment differences can be attributed to greater improvements in motor performance following the CHAMP intervention regardless of specific dosage.


Motor performance scores for all children who completed CHAMP significantly improved.

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Kelly Lynn Mulvey, Sally Taunton, Adam Pennell and Ali Brian

testing whether an evidence-based gross motor skill intervention, SKIP ( Brian et al., 2017a , 2017b ), also improves executive function. Further, we examined differences by sex, as prior research has examined sex differences in both motor skill and executive function. In particular, research documents

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Bryant * Mike Price * Samuel Oxford * Emma Eyre * Mathew Hill * 12 2017 5 2 267 279 10.1123/jmld.2016-0039 Dose–Response Relationship: The Effect of Motor Skill Intervention Duration on Motor Performance Leah E. Robinson * Kara K. Palmer * Sean K. Meehan * 12 2017 5 2 280 290 10.1123/jmld

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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

-control skills . Research Quarterly for Exercise and Sport, 88 ( 4 ), 479 – 491 . doi:10.1080/02701367.2017.1375077 10.1080/02701367.2017.1375077 Brian , A. , Goodway , J.D. , Logan , J.A. , & Sutherland , S. ( 2017b ). SKIPing with teachers: An early years motor skill intervention . Physical

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Judith Jiménez-Díaz, Karla Chaves-Castro and Walter Salazar

, Wilson AE , Lucas WA . Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children . Child Care Health Dev . 2012 ; 38 ( 3 ): 305 – 315 . PubMed ID: 21880055 doi:10.1111/j.1365-2214.2011.01307.x 10.1111/j.1365-2214.2011.01307.x 21880055 *6

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Xiangli Gu, Senlin Chen and Xiaoxia Zhang

theoretical model . In Understanding motor development: Infants, children, adolescents, adults ( 6th ed. ) (pp. 46 – 60 ). New York, NY : McGraw-Hill . Goodway , J.D. , & Branta , C.F. ( 2003 ). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool

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

processes is not accurate ( Clark, 2005 ). In fact, these competences need to be learnt first and then practiced and reinforced ( Robinson & Goodway, 2009 ). Motor skill interventions are made of movement activities that follow a plan and are appropriate both at the developmental and instructional level

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E. Kipling Webster, Leah E. Robinson and Danielle D. Wadsworth

. PubMed ID: 28506451 doi:10.1016/j.jsams.2017.04.003 28506451 10.1016/j.jsams.2017.04.003 25. Goodway JD , Branta CF . Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children . Res Q Exerc Sport . 2003 ; 74 ( 1 ): 36 – 46 . PubMed ID

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Lisa E. Bolger, Linda A. Bolger, Cian O’Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey and Con Burns

investigating the effectiveness of PA interventions which do not have a specific FMS focus, on fundamental movement skill proficiency. School-based motor skill interventions, however, have been reported to positively improve FMS proficiency among primary school–aged children ( Morgan et al., 2013 ). One such