wide range of gross motor skills (i.e., locomotor, object manipulation, and stability skills) and is positively associated with physical activity ( Robinson et al., 2015 ; Stodden et al., 2008 ). However, physical activity levels are low in both adults ( Althoff et al., 2017 ) and children ( United
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Associations Between Physical Activity and Gross Motor Skills in Parent–Child Dyads
Katherine Q. Scott-Andrews, Rebecca E. Hasson, Alison L. Miller, Thomas J. Templin, and Leah E. Robinson
Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence
You Fu and Ryan D. Burns
, 2007 ). Because children spend a significant portion of waking hours during school, finding ways to increase school day physical activity may facilitate meeting daily guidelines. Improving gross motor skills may facilitate meeting daily physical activity guidelines in youth. Evidence suggests that the
Associations of School Day Sedentary Behavior and Physical Activity With Gross Motor Skills: Use of Compositional Data Analysis
Ryan D. Burns, Youngwon Kim, Wonwoo Byun, and Timothy A. Brusseau
Fundamental gross motor skills facilitate physical health, well-being, and performance in activities of daily living for the developing child. 1 , 2 Fundamental gross motor skills manifest from rudimentary phases of infancy to complicated locomotor and manipulative movements and serve as building
Associations of Monitor-Independent Movement Summary and Health-Related Fitness With Gross Motor Skills in Young Children
Ryan Donald Burns, You Fu, Yang Bai, and Wonwoo Byun
Fundamental gross motor skills (GMS) form the building blocks of more complex movements that facilitate physical activity (PA) engagement throughout the lifespan ( Hulteen et al., 2022 ). GMS development in young children can be facilitated from exploration of the physical and social environment
A Matched-Pair Analysis of Gross Motor Skills of 3- to 5-Year-Old Children With and Without a Chronic Physical Illness
Chloe Bedard, Sara King-Dowling, Brian W. Timmons, and Mark A. Ferro
early infancy and continues into late childhood ( 16 ). Gross motor skills (GMS) involve whole-body movements coordinated by large muscle groups and include stationary skills (eg, balancing on one foot), locomotor skills (eg, walking, running, jumping, hopping), and object manipulation/control skills
Body Mass Index, Physical Activity, Sedentary Behavior, Sleep, and Gross Motor Skill Proficiency in Preschool Children From a Low- to Middle-Income Urban Setting
Simone A. Tomaz, Alessandra Prioreschi, Estelle D. Watson, Joanne A. McVeigh, Dale E. Rae, Rachel A. Jones, and Catherine E. Draper
odds of being overweight and obese at 16–18 years, respectively. 3 Physical activity (PA), sleep, gross motor skills (GMS), and sedentary behavior (SB) are some of the important factors associated with obesity in preschool children. International 24-hour movement guidelines recommend that preschool
Using the Constant Time Delay Procedure to Teach Task-Analyzed Gross Motor Skills to Individuals with Severe Intellectual Disabilities
Jiabei Zhang, Michael Horvat, and David L. Gast
It is imperative that teachers utilize effective and efficient instructional strategies to teach task-analyzed gross motor skills in physical education activities to individuals with severe disabilities. The purpose of this paper is to describe the constant time delay procedure, which has been shown to be effective in teaching task-analyzed fine motor skills in daily living and safety activities. In this article, guidelines are presented for teaching task-analyzed gross motor skills to individuals with severe intellectual disabilities. These guidelines are based on a review of the constant time delay procedure reported in the special education literature and current research being conducted by the authors.
Evaluation of Overhand Throwing Among College Students With and Without Autism Spectrum Disorder
Teri A. Todd, Keely Ahrold, Danielle N. Jarvis, and Melissa A. Mache
is a prerequisite for the performance of many motor skills such as riding a bike, throwing a ball, or swinging on the playground swing set ( Flatters et al., 2014 ). As postural stability is a requirement for the performance of many gross motor skills, this body of literature has the potential to
Erratum. SKIPping With PAX: Evaluating the Effects of a Dual-Component Intervention on Gross Motor Skill and Social–Emotional Development
Journal of Motor Learning and Development
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Brian, A., Munn, E.E., Abrams T.C., et al. (2024). SKIPping with PAX: Evaluating the effects of a dual-component intervention on gross motor skill and social–emotional development. Journal of Motor Learning
SKIPping With PAX: Evaluating the Effects of a Dual-Component Intervention on Gross Motor Skill and Social–Emotional Development
Ali Brian, Emily E. Munn, T. Cade Abrams, Layne Case, Sally Taunton Miedema, Alexandra Stribing, Unjong Lee, and Stephen Griffin
Preschool is a crucial time for the development of self-regulation ( Robson et al., 2020 ) and gross motor skills ( Barnett et al., 2016 ; Bolger et al., 2021 ). Such skills have been linked to social, emotional, cognitive, psychological, and physical health, as well as academic success across
