Fundamental motor skills (FMS) are the building blocks to more complex movement patterns, sport participation, and physical activity (PA; Clark & Metcalfe, 2002 ). FMS, which include locomotor skills (e.g., run, gallop, jump, leap, skip, slide, hop), must be taught in a developmentally appropriate
Ali Brian, Laura Bostick, Angela Starrett, Aija Klavina, Sally Taunton Miedema, Adam Pennell, Alex Stribing, Emily Gilbert, and Lauren J. Lieberman
Ghada Regaieg, Sonia Sahli, and Gilles Kermarrec
compared to children without ID ( Maïano et al., 2019b ; Westendorp et al., 2011 ). Learned during childhood, FMS consist of locomotor skills that involve the body movement through space and object control skills that include manipulating an object in action situations ( Goodway et al., 2019 ; Haywood
Sofiya Alhassan, Ogechi Nwaokelemeh, Manneh Ghazarian, Jasmin Roberts, Albert Mendoza, and Sanyog Shitole
This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)- based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children. Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA. LMS-PA group exhibited a significant reduction in during-preschool (F (1,16) = 6.34, p = .02, d = 0.02) and total daily (F (1,16) = 9.78, p = .01, d = 0.30) percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills, F (1, 51) = 7.18, p = .01, d = 0.80). No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers.
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.
Ali Brian, Angela Starrett, Adam Pennell, Pamela Haibach-Beach, Emily Gilbert, Alexandra Stribing, Sally Taunton Miedema, and Lauren Lieberman
found to have delayed self-initiated locomotion/mobility ( Adelson & Fraiberg, 1974 ) and delayed acquisition of various early life locomotor skills such as stair ascension/descension, independent walking, and cruising around furniture ( Brambring, 2006 ; Celeste, 2002 ; Levtzion-Korach et al., 2000
Lisa M. Barnett, David R. Lubans, Anna Timperio, Jo Salmon, and Nicola D. Ridgers
, physical activity and actual motor skill with Australian children’s perceived object control and locomotor skills. Methods Participants Primary schools located within a 30 km radius of the Deakin University campus in the eastern suburbs of Melbourne, Australia were identified and randomly invited to
Vaimanino Rogers, Lisa M. Barnett, and Natalie Lander
). FMS are basic skills that have been typically divided into three categories, object control skills (such as catching and throwing), locomotor skills (such as running and hopping), and stability skills (such as balancing and twisting) ( Gallahue, Ozmun, & Goodway, 2012 ). It is expected that by age 10
Ali Brian, Farid Bardid, Lisa M. Barnett, Frederik J.A. Deconinck, Matthieu Lenoir, and Jacqueline D. Goodway
al., 2015 ; Stodden et al., 2008 ). FMS are considered the building blocks to more advanced movement patterns ( Seefeldt, 1980 ) and generally consist of locomotor skills and object control skills. Locomotor skills involve moving the body from one point in space to another (e.g., running, leaping, jumping
Ruri Famelia, Emi Tsuda, Syahrial Bakhtiar, and Jacqueline D. Goodway
as kicking and throwing; and locomotor skills (move the body from one place to another) such as running and galloping ( Gallahue et al., 2012 ). FMS do not naturally emerge as a result of maturation and need to be taught in structured motor skill programs during the early childhood years ( Goodway
E. Kipling Webster, Leah E. Robinson, and Danielle D. Wadsworth
completed the Test of Gross Motor Development—second edition (TGMD-2). 44 The TGMD-2 assesses 12 FMS separated into 2 subscales: object control (2-handed striking, throwing, catching, kicking, dribbling, and underhand rolling) and locomotor skills (running, galloping, sliding, leaping, hopping, and