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Megan A. Kirk and Ryan E. Rhodes

Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion criteria. Major findings were summarized based on common subtopics of overall intervention effect, locomotor skill outcomes, object-control outcomes, and gender differences. Trials ranged from 8 to 24 weeks and offered 540–1700 min of instruction. The majority of trials (n = 9) significantly improved FMS of preschoolers with DD, with a large intervention effect (η2 = 0.57–0.85). This review supports the utility of interventions to improve FMS of preschoolers with DD. Future researchers are encouraged to include more robust designs, a theoretical framework, and involvement of parents and teachers in the delivery of the intervention.

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Vaimanino Rogers, Lisa M. Barnett and Natalie Lander

Regular participation levels in physical activity (PA) are low among the adolescent population globally, particularly among adolescent girls ( Hallal et al., 2012 ). Fundamental movement skill (FMS) mastery is an important correlate of PA behavior ( Babic et al., 2014 ; Holfelder & Schott, 2014

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

Fundamental movement skills (FMS) are basic observable patterns of movement; these include running, jumping, hopping, throwing, catching, and striking, among others ( Gallahue & Ozmun, 2006 ). FMS are regarded as the building blocks upon which more complex, sport specific movements are based, and

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Bronagh McGrane, Danielle Powell, Sarahjane Belton and Johann Issartel

Fundamental movement skills (FMS) are basic skills that are used in everyday life, and as such the mastery of these skills among children and adolescents is an important contributor to future participation in sports and physical activity (PA; Williams et al., 2008 ). Children should achieve FMS

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Lisa M. Barnett, David Stodden, Kristen E. Cohen, Jordan J. Smith, David Revalds Lubans, Matthieu Lenoir, Susanna Iivonen, Andrew D. Miller, Arto Laukkanen, Dean Dudley, Natalie J. Lander, Helen Brown and Philip J. Morgan

Purpose:

Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research.

Method:

We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective.

Results:

We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS.

Conclusions:

We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.

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

Children’s ability to perform basic observable patterns of movement, known as fundamental movement skills (FMS) ( Gallahue, Ozmun, & Goodway, 2012 ), is lower than desired ( Bardid et al., 2016 ; Bolger et al., 2018 ; Khodaverdi & Bahram, 2015 ; Mitchell et al., 2013 ; Sepessato, Gabbard

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Christina Duff, Johann Issartel, Wesley O’ Brien and Sarahjane Belton

specific group of basic movement patterns called fundamental movement skills (FMS) have been shown to play a crucial role in PA participation throughout the lifespan. These skills are often described as the ‘ABCs’ or ‘building blocks’ of movement ( Clark & Metcalfe, 2002 ; Goodway & Robinson, 2006 ) and

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Christina Duff, Johann Issartel, Wesley O’ Brien and Sarahjane Belton

. Fundamental movement skills (FMS), movement patterns involving various body parts that are the precursor to more complex and sport-specific skills, are considered to be the building blocks for PA throughout the lifespan ( Clark & Metcalfe, 2002 ). While proficiency in FMS is positively associated with PA

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Ashleigh Thornton, Brendan Lay, Michael Rosenberg, Joanna Granich and Rebecca Braham

This study sought to explore the type of fundamental movement skills (FMS) performed during Active Video Game (AVG) play, as well as the frequency with which these FMS are performed. In addition, this study aimed to determine the relationship between FMS performance and energy expenditure during 15 min of AVG play across two Microsoft Xbox Kinect AVGs. Fundamental movement skills were observed via video by two raters and energy expenditure derived using Actiheart monitors in children aged 10–15 years. Six different FMS were observed during AVG play with differences in the number of FMS performed between the two AVGs. The overall energy expended (Joules/kg/minute), however, was similar between the AVGs, suggesting the frequency of FMS did not influence overall energy expended during play. The movements observed during AVG play that possibly accounted for the energy expenditure, were not of a quality that could be classified as FMS. This research demonstrates that children playing these two games have the opportunity to repeatedly perform mostly two FMS, namely jumping and dodging. The goal of the AVGs, however, could be achieved with generalized movements that did not always meet the criteria to be classified as a FMS.

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Bronagh McGrane, Sarahjane Belton, Stuart J. Fairclough, Danielle Powell and Johann Issartel

Fundamental movement skills (FMS) have been defined as basic observable patterns of movement. 1 There are 3 subtests of FMS: locomotor skills (eg, run, skip, hop); object control skills (eg, catch, kick, strike); and stability (balance). 1 Gallahue et al 1 highlight that children have the