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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

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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

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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

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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

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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

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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

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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

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


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.


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).


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.


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

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Lennart Raudsepp and Peep Päll

The purpose of the present study was to examine the association between fundamental motor skill development and various types of outside-school physical activity. Outside-school physical activity of 133 elementary schoolchildren was measured using a modified observational method validated by O’Hara et al. (18) and Caltrac accelerometers (Hemokinetics, Madison, Wisconsin). Developmental level of overhand throwing and jumping was assessed using total-body developmental sequences. The results revealed that developmental levels of both overhand throwing and jumping were significantly correlated with the skill-specific physical activity (r = .44 and .55 for overhand throwing and jumping, respectively). Caltrac score was not significantly related to jumping and overhand throwing skills. Skill-specific physical activities accounted for 20% of the variance (adjusted R 2) in overhand throwing and 17% of the variance in jumping performance. Findings supported the hypothesis that developmental level of fundamental motor skills would be related with skill-specific outside-school physical activity but not with general level of physical activity of elementary schoolchildren.

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Nadia C. Valentini, Samuel W. Logan, Barbara C. Spessato, Mariele Santayana de Souza, Keila G. Pereira, and Mary E. Rudisill

The objectives of this study were to examine sex and age differences in fundamental motor skills (FMS) and to describe the prevalence of low motor proficiency and mastery competence. The Test of Gross Motor Development—Second Edition was used to assess 2,377 children (3–10 years old) from eight states and 75 schools in Brazil. The results showed that (a) boys are more proficient than girls in the majority of FMS, (b) FMS development begins to plateau at age 7, (c) low motor proficiency is present at age 10 for several FMS, and (d) mastery competence was achieved by only a small number of children. These findings suggest that increased opportunities to engage in physical activity that promotes FMS competence are needed.