Dario Colella

Gross motor skill performance in a sample of overweight and non‐overweight preschool children

OBJECTIVE The aim of the study was to examine the gross motor skill performance of overweight and non-overweight preschool children from South of Italy, and to investigate possible differences by gender. METHODS Participants were 38 boys and 42 girls (4.5 ± 0.5 yr) categorized as overweight (n = 38) and non-overweight (n = 42), according to the IOTF body mass index (BMI) cut-off points. The Test of Gross Motor Development was used to assess seven locomotor skills (run, gallop, hop, leap, horizontal jump, skip and slide) and five object-control skills (two-hand strike, stationary bounce, catch, kick and overhand throw). The raw, standard and percentile scores and the Gross Motor Development Quotient (GMDQ) were calculated for each participant. ANOVA 2 (gender) x 2 (group) was conducted on the subtest standard scores and the GMDQ. RESULTS No differences in performance were found between boys and girls on the subscale standard scores and the GMDQ. Significant main effects (p < 0.001) were reported for group on the GMDQ, and the standard scores for locomotor and object-control skills, with overweight children reporting lower movement competence than their counterparts. Pearsons correlations revealed relationships (p < 0.001) between BMI and locomotor (r = -0.54) and object-control (r = 20.48) skills, and between BMI and GMDQ (r = 20.54). CONCLUSIONS Findings indicate that childhood obesity might have adverse effects on gross motor development. Overweight participants showed poorer performance on locomotor and object-control tasks than their non-overweight peers. Interventions to promote physical activity in overweight children should be directed towards achieving a healthy weight and motor skill improvement.

Changes In Actual And Perceived Physical Abilities In Clinically Obese Children: A 9-Month Multi-Component Intervention Study

Objectives (1) To examine relationships among changes in physical activity, physical fitness and some psychosocial determinants of activity behavior in a clinical sample of obese children involved in a multi-component program; (2) to investigate the causal relationship over time between physical activity and one of its strongest correlates (i.e. perceived physical ability). Methods Self-reported physical activity and health-related fitness tests were administered before and after a 9-month intervention in 24 boys and 20 girls aged 8 to 11 years. Individuals’ perceptions of strength, speed and agility were assessed using the Perceived Physical Ability Scale, while body image was measured using Collins’ Child Figure Drawings. Results Findings showed that body mass index, physical activity, performances on throwing and weight-bearing tasks, perceived physical ability and body image significantly improved after treatment among obese children. Gender differences were found in the correlational analyses, showing a link between actual and perceived physical abilities in boys, but not in girls. For the specific measurement interval of this study, perception of physical ability was an antecedent and not a potential consequence of physical activity. Conclusions Results indicate that a multi-component activity program not based merely on a dose-effect approach enhances adherence of the participants and has the potential to increase the lifelong exercise skills of obese children. Rather than focusing entirely on diet and weight loss, findings support the inclusion of interventions directed toward improving perceived physical ability that is predictive of subsequent physical activity.

A multi-modal training programme to improve physical activity, physical fitness and perceived physical ability in obese children

Abstract Actual and perceived physical abilities are important correlates of physical activity (PA) and fitness, but little research has explored these relationships over time in obese children. This study was designed: (a) to assess the feasibility of a multi-modal training programme promoting changes in PA, fundamental motor skills and real and perceived physical abilities of obese children; and (b) to explore cross-sectional and longitudinal relationships between real and perceived physical competence in boys and girls. Forty-one participants (9.2 ± 1.2 years) were assessed before and after an 8-month intervention with respect to body composition, physical fitness, self-reported PA and perceived physical ability. After treatment, obese children reported improvements in the body mass index, PA levels, gross motor performance and actual and perceived physical abilities. Real and perceived physical competence was correlated in boys, but not in girls. Results indicate that a multi-modal programme focused on actual and perceived physical competence as associated with the gradual increase in the volume of activity might be an effective strategy to improve adherence of the participants and to increase the lifelong exercise skills of obese children.

Teacher-initiated Motivational Climate in Physical Education Questionnaire in an Italian sample.

The purpose of the study was to translate and adapt in the Italian language a questionnaire that could effectively assess perceived motivational climate in physical education. An Italian version of the Teacher-initiated Motivational Climate in Physical Education Questionnaire proposed by Papaioannou (1998) was administered to 1,681 young students, 840 girls and 841 boys, ages 11 to 14 years. Data were subjected to confirmatory factor analysis to assess the goodness of fit of the expected two-factor solution constituted by a Mastery Climate scale (six items) and a Performance Climate scale (six items). A good fit was indicated between the observed data and theoretical model and supported the two-dimensional structure of the test. In the total sample, the Mastery factor accounted for 33.6% of the variance and the Performance factor accounted for 15.4%. Cronbach α of the Mastery and Performance scales were .79 and .70, respectively.

Gross motor development and physical activity in kindergarten age children

Physical activity in kindergarten is a fundamental part of the childs educational process. Body experience and physical activity contribute to the development of self-awareness and the learning of different modes of expression, as well as encouraging the acquisition of physically active lifestyles. Recent scientific evidence has confirmed the role of physical activity in disease prevention and quality of life improvement, and stressed the importance of integrated educational programmes promoting physical activity and healthy eating habits. A key priority of scientific research is to identify the opportunities and methods of motor learning and to increase the daily physical activity levels of children by reducing sedentary time and promoting active play and transport (i.e. walking, cycling). Family, school and community involvement are all needed to assure adherence to the official guidelines on how much physical activity children need to boost their health and stave off obesity.