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
Search Results
Kara K. Palmer, Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson
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
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
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
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
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
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
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
Geneviève N. Olivier, Christopher S. Walter, Serene S. Paul, Leland E. Dibble, and Sydney Y. Schaefer
theoretical model for characterizing motor skill acquisition, both for group and individual learner data, and tasks of varying complexity (e.g., Deuschl et al., 1996 ; Schaefer, Dibble, & Duff, 2015 ; Wadden et al., 2017 ). Despite its pervasiveness, the three-parameter exponential decay function may not
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
