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Clarice Martins, E. Kipling Webster, Paulo Felipe Ribeiro Bandeira, and Amanda E. Staiano

) (i.e., specific skills) that interact to form an emerging motor pattern ( Holland, 2014 ; Ruhl, 1996 ). This emerging pattern allows for the identification of those variables (skills) that are critical to create a theoretical, desirable emerging motor pattern. Preschool years are the first time

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Sandra Silva-Santos, Amanda Santos, Michael Duncan, Susana Vale, and Jorge Mota

feet, and locomotor skills, such as walking and hopping to describe goal-directed human movement ( Barnett, Salmon, & Hesketh, 2016 ; Sanchez et al., 2017 ), that are ideally learned during preschool and early school years ( Barnett, Salmon, et al., 2016 ) and which are associated with the practice of

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Magdalena Żegleń, Łukasz Kryst, Małgorzata Kowal, and Agnieszka Woronkowicz

be a few reasons for the lack of such literature. First, younger children are usually characterized by greater variability of motor skill performance and shorter attention span, compared with their older counterparts. In addition, it can be quite difficult to properly engage a preschooler and

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Megan A. Kirk and Ryan E. Rhodes

Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion criteria. Major findings were summarized based on common subtopics of overall intervention effect, locomotor skill outcomes, object-control outcomes, and gender differences. Trials ranged from 8 to 24 weeks and offered 540–1700 min of instruction. The majority of trials (n = 9) significantly improved FMS of preschoolers with DD, with a large intervention effect (η2 = 0.57–0.85). This review supports the utility of interventions to improve FMS of preschoolers with DD. Future researchers are encouraged to include more robust designs, a theoretical framework, and involvement of parents and teachers in the delivery of the intervention.

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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

and FMS in preschoolers. 13 However, the role of each skill was not considered. Concerning FMS emerge within a complex and dynamic system, consisting of a task, performed by a learner, in a particular environment, 14 the relationship between MVPA and FMS involves complex pathways, a diversity of

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Silvia A. González, Olga L. Sarmiento, Richard Larouche, Jean-Philippe Chaput, Peter T. Katzmarzyk, and Mark S. Tremblay

In Colombia, according to the most recent survey of nutrition, in 2015, only 24.4% of preschoolers, 31.1% of school-aged children, and 13.4% of adolescents achieved the recommended amount of daily physical activity for health. 1 , 2 Consequently, the majority of Colombian children were not

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Sofiya Alhassan, Christine W. St. Laurent, and Sarah Burkart

could potentially reduce the detrimental impact of physical-inactivity-related health outcomes as children age. Therefore, experts have recommended that physical activity interventions be initiated as early as possible (i.e., preschool age; U.S. Department of Health and Human Services, 2008 ). Due to

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Sofiya Alhassan, Christine W. St. Laurent, Sarah Burkart, Cory J. Greever, and Matthew N. Ahmadi

Obesity-related health behaviors (ORHBs) have been identified as risk factors for increased unhealthy weight gain in preschoolers (2.9–5 y). 1 – 3 ORHBs include low physical activity (PA), obesogenic dietary intake patterns (lower fruit and vegetable consumption, greater consumption of energy

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Susana R. Patton, Alexandra D. Monzon, Amy E. Noser, and Mark A. Clements

children. Very young children (including preschoolers) engage in a unique pattern of physical activity that is different from older children and adolescents, suggesting it is important to study their MVPA, glycemic variability, and potential barriers to MVPA separately. Specifically, during early childhood

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Ali Brian, Adam Pennell, Ryan Sacko, and Michaela Schenkelburg

proficient MC and participate in PA during early childhood to combat the negative developmental trajectories associated with an unhealthy weight status. In response to these concerns, multiple organizations have established guidelines or standards that address motor skill development and PA in preschools. In