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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Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention
Kara K. Palmer, Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson
A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education
Mingda Li, Weidong Li, Junyoung Kim, Ping Xiang, Fei Xin, and Yan Tang
Helping students successfully perform a variety of motor skills (known as motor skill performance) has long been an important goal of school physical education. Consequently, a considerable amount of work has examined motivational and behavioral correlates of motor skill performance from multiple
Essential Motor Skills and Evidence-Based Activities for Enhancing Child Motor Skill Development During Out-of-School Time Programming: An Expert Consensus Study
Peter Stoepker, Duke Biber, Brian Dauenhauer, Leah E. Robinson, and David A. Dzewaltowski
-enhancing PA from childhood to young adulthood ( Luz et al., 2017 ). Further, MC directly relates to the development of human movement across a lifespan for the prevention of noninfectious disease ( Stodden et al., 2008 ). In 2008, it was proposed that the development of motor skills could be considered one of
Physical Activity and Motor Skill Development During Early Childhood: Investigating the Role of Parent Support
Maeghan E. James, Kelly P. Arbour-Nicitopoulos, Matthew Kwan, Sara King-Dowling, and John Cairney
Canadian 24-hour Movement Guidelines ( 2 ). Of concern, physical inactivity rates increase as children get older, with 72% of children aged 5–17 years old failing to meet the recommended level of PA ( 38 ). A key factor contributing to children’s engagement in PA is the development of motor skills ( 26
Fundamental Motor Skill Performance of Indigenous and Nonindigenous Children
Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda
Studies have reported the prevalence of children with lower motor development in motor skills such as jumping, throwing, running, striking, and catching ( Bardid, Rudd, Lenoir, Polman, & Barnett, 2015 ; Brian et al., 2019 ; Duncan, Jones, O’Brien, Barnett, & Eyre, 2018 ; Nobre, Valentini
What are Fundamental Motor Skills and What is Fundamental About Them?
Karl M. Newell
There have been many efforts to provide a classification or taxonomy of human perceptual-motor skills 1 (e.g., Burton & Rodgerson, 2001 ; Fleishman, Quaintance, & Broedling, 1984 ; Gentile, 1987 ; Poulton, 1957 ; Schmidt & Lee, 2012 ; Seefeldt, 1980 ; Singer & Gerson, 1981 ; Warren, 2006
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
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
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
Early Movement Matters: Interplay of Physical Activity and Motor Skill Development in Infants With Down Syndrome
Janet L. Hauck, Isabella T. Felzer-Kim, and Kathryn L. Gwizdala
, standardized motor development scales may not detect delays until 6 months ( Rast & Harris, 1985 ). Furthermore, motor delays in infants with DS hold relevance beyond infancy, as motor proficiency remains a difficult goal into childhood ( Jobling, 1999 ). Improvements in motor skills are not only important for
Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls
Elnaz Emadirad, Brad W.N. Temple, Stephanie C. Field, Patti-Jean Naylor, and Viviene A. Temple
motivation for learning in physical education 4 and to self-esteem. 6 Children’s participation in physical activities is also related to their actual motor skill proficiency. 7 – 11 Cross-sectional findings show that motor skill proficiency is associated with participation in organized sport, 12 skill
