Search Results

You are looking at 1 - 10 of 220 items for :

  • "fundamental motor skills" x
  • Refine by Access: All Content x
Clear All
Restricted access

Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda

, & Nobre, 2018 ; Valentini et al., 2016 ). The consequence of a low-proficiency scenario regarding fundamental motor skills is having children who have difficulties related to learning motor tasks, a lack of physical fitness, and little motivation to develop an active and healthy lifestyle ( Barnett

Restricted access

Alexander Engel, Carolyn Broderick, Nancy van Doorn, Louise Hardy, Rachel Ward, Natalie Kwai, and Belinda Parmenter

Movement Guidelines for 3- to 5-year-old children ( 37 ). Furthermore, an estimated 73% of Australian preschool-aged children exceed the daily recommendation of <60 minutes of screentime ( 43 ), when less screen time is considered beneficial for health and well-being ( 37 ). Fundamental motor skills (FMS

Full access

Karl M. Newell

list only Burton and Rodgerson ( 2001 ) and Seefeldt ( 1980 ) directly address the issue of fundamental motor skills in a developmental context. This is in spite of the fact that motor development texts over the years have shown that the emerging and growing repertoire of motor skills in the developing

Restricted access

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

Fundamental motor skills (FMS) are goal-directed, voluntary movements that develop into more advanced or sport-specific movements ( Clark & Metcalfe, 2002 ). FMS develop in childhood (3–7 years of age) and form the foundation for more context-specific skills later in life ( Clark & Metcalfe, 2002

Restricted access

Ali Brian, Sally Taunton Miedema, Jerraco L. Johnson, and Isabel Chica

Fundamental motor skills (FMS), typically classified as locomotor (e.g., run, hop, and jump) and ball skills (e.g., throw, catch, and kick), are also known as the “building blocks” for more advanced movement patterns, physical activity participation, and sports and games ( Clark & Metcalfe, 2002

Restricted access

Clarice Martins, E. Kipling Webster, Paulo Felipe Ribeiro Bandeira, and Amanda E. Staiano

In early childhood, fundamental motor skills (FMSs), operationally defined as the basis of more complex movements required to participate in sports, games or other context-specific physical activity (PA; Logan et al., 2018 ), develop as a function of physical maturation, instruction and practice

Restricted access

Leanne K. Elliott, Jonathan A. Weiss, and Meghann Lloyd

; Liu, 2012 ; Ruggeri et al., 2020 ). Fundamental motor skills are movement patterns (e.g., running, jumping, throwing, catching) that act as the building blocks for more advanced movements and sport-specific skills ( Clark & Metcalfe, 2002 ; Robinson & Goodway, 2009 ; Seefeldt, 1980 ). Therefore, a

Restricted access

Thaynã Alves Bezerra, Paulo Felipe Ribeiro Bandeira, Anastácio Neco de Souza Filho, Cain Craig Truman Clark, Jorge Augusto Pinto Silva Mota, Michael Joseph Duncan, and Clarice Maria de Lucena Martins

Accruing adequate time spent engaging in physical activity (PA) in early childhood is related to several health benefits, 1 , 2 including the development of fundamental motor skills (FMS). 3 Mastery in FMS plays an important role for a positive trajectory of health outcomes, such as body mass

Restricted access

Xiaoxia Zhang, Xiangli Gu, Tao Zhang, Priscila Caçola, and Jing Wang

-based games outside of school ( 29 ). Response items included 0 hour (children did not do this activity) or less than an hour, 1, 2, 3, 4, or 5 or more hours per day. Fundamental Motor Skills The TGMD-2 was used to assess children’s FMS including locomotor and object control skills. Six locomotor skills (ie

Restricted access

Judith Jiménez, Maria Morera, Walter Salazar, and Carl Gabbard

Purpose:

Motor skill competence has been associated with physical activity level, fitness, and other relevant health-related characteristics. Recent research has focused on understanding these relationships in children and adolescents, but little is known about subsequent years. The aim of this study was to examine the relationship between fundamental motor skill (FMS) ability and body mass index (BMI) in young adults.

Method:

Participants, 40 men and 40 women (M age = 19.25 yr, SD = 2.48), were assessed for BMI and motor competence with 10 fundamental motor skills (FMSs) using the Test for Fundamental Motor Skills in Adults (TFMSA).

Results:

BMI was negatively associated with total motor ability (r = –.257; p = .02) and object control skills (r = –.251; p = .02); the relationship with locomotor skills was marginally insignificant (r = –.204; p = .07). In regard to individual skills, a significant negative association was found for running, jumping, striking, and kicking (ps < .05). Multiple regression analysis indicated that BMI and gender predicted 42% of the variance in total FMS score; gender was the only significant predictor.

Conclusion:

Overall, these preliminary findings suggest that young adults with higher FMS ability are more likely to have lower BMI scores.