Farid Bardid

The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context.

This study evaluated the effect of a 10-week fundamental motor skill programme in pre-schoolers with motor problems. Alongside the general effect of the intervention, we also explored possible gender differences and the role of the environmental context (living community, socio-economic status, and recreational space inside/outside the house). The intervention group (n=47; 20 ♂ and 27 ♀) received twenty 60-min motor skill sessions (2 per week) in addition to the regular physical education curriculum for pre-schoolers; the control group (n=46; 21 ♂ and 25 ♀) did not receive additional practice. General motor competence, and locomotor and object control subscales, were assessed before and after the intervention using the Test of Gross Motor Development 2nd edition (TGMD-2). Data regarding environmental factors were gathered through a questionnaire. A Group×Gender×Time ANOVA revealed that the intervention group benefited significantly from the intervention and scored better than the control group at the post-test for general motor competence and both sub-categories (locomotor and object control skill). Moreover, the intervention programme was found to be effective in helping 49% of the intervention group to achieve an average motor skill level, according to the TGMD-2 norms, while a further decline in motor competence was observed in the control group. Interestingly, the effect appeared to be gender-specific, since object control skill improved only in girls of the intervention group. Considering the environmental context, none of the above-mentioned factors was found to have an influence on the effectiveness of the intervention. The present study highlights the need for an early motor skill programme with a gender-specific approach in order to help low skilled boys and girls master a diverse set of motor skills.

Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample.

This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process‐oriented Test of Gross Motor Development, Second Edition (TGMD‐2) and to investigate the suitability of using the United States (USA) test norms in Belgium.

Configurations of actual and perceived motor competence among children : associations with motivation for sports and global self-worth

The present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age=8.82±0.66years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low-low and high-high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high-low and low-high). Children in the low-low and high-low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the low-high and high-high group. These findings emphasize that fostering childrens perceived motor competence might be crucial to improve their motivation for sports and their global self-worth. Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.

Convergent and Divergent Validity Between the KTK and MOT 4-6 Motor Tests in Early Childhood.

The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (rs = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (rs = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Therefore, it is recommended that childrens motor competence not be judged based on the result of a single test.

The effectiveness of a community-based fundamental motor skill intervention in children aged 3–8 years: Results of the “Multimove for Kids” project

OBJECTIVES The purpose of this study was to examine the effectiveness of a 30-week fundamental motor skill program in typically developing young children and to investigate possible sex differences. DESIGN A multicenter quasi experimental design was set up for this study which involved 992 children aged 3-8 years. METHODS All participants received their typical Physical Education curriculum and habitual movement activities. The intervention group (n=523; 53.5% boys) received a weekly 60-min motor skill session provided by trained local instructors in existing child settings; the control group (n=469; 49.7% boys) received no additional practice. Fundamental motor skills were assessed using the Test of Gross Motor Development, 2nd Edition before and after the intervention. To assess the effect of the intervention and possible sex differences, hierarchical linear regressions analyses were conducted for locomotor and object control gain scores. RESULTS The intervention group demonstrated a higher gain in both locomotor (β=3.78, SE=1.08, p<0.001) and object control (β=4.46, SE=1.06, p<0.001) skills than the control group. Girls demonstrated a lower gain in object control skills (β=-3.50, SE=0.49, p<0.001) and higher gain in locomotor skills (β=1.01, SE=0.44, p=0.022) than boys, regardless of group. CONCLUSIONS The present study demonstrated the effectiveness of a wide-scale community-based intervention in typically developing children. The sex differences reported may indicate the need to use different pedagogical and instructional strategies to enable boys and girls to develop and master a wide range of motor skills.

The effectiveness of “Multimove”: A fundamental motor skill intervention for typically developing young children

S5-7 The effectiveness of ‘‘Multimove’’: A fundamental motor skill intervention for typically developing young children M. Lenoir 1,∗, F. Bardid 1, F. Huyben 2, F. Deconinck 1, J. Seghers 3, K. De Martelaer 2 1 Department of Movement and Sports Sciences, Ghent University, Belgium 2 Department of Movement and Sports Training, Free University Brussels, Belgium 3 Department of Kinesiology, Catholic University of Leuven, Belgium ∗ Corresponding author.

Dynamics between motor competence, cardiorespiratory fitness and weight status in children: a cross-lagged longitudinal analysis

Motor competence plays a crucial role in children’s overall health. In their conceptual model, Stodden et al. (2008) stipulated that the relationship between motor competence and other health-related factors such as physical fitness (which includes cardiorespiratory fitness, musculoskeletal fitness, and flexibility) changes over time. Although recent literature has supported some of the relationships proposed by Stodden and colleagues (2008), there is limited evidence on the dynamics between these health factors across childhood (Robinson et al., 2015). Using cross-lagged analysis, the present study investigated the reciprocal relationships between motor competence, cardiorespiratory fitness and weight status among 664 children aged 6-9 years, over a 3-year time period with one measurement per year (t1-t3). Children’s motor competence was evaluated using the Korperkoordinationstest fur Kinder (KTK) and cardiorespiratory fitness was assessed using the endurance shuttle run test (EUROFIT). Height and weight were also measured to compute BMI. Structural equation modelling with robust standard errors (p < .05, CFI = .97, SRMR = .03) revealed that motor competence (t3; R2 = .75) is predicted by prior levels of motor competence, cardiorespiratory fitness and BMI. Similarly, cardiorespiratory fitness (t3; R2 = .58) is predicted by preceding levels of fitness, motor competence and BMI. In contrast, BMI (t3; R2 = .92) is only predicted by previous levels of BMI. This study provided some evidence for the inter-relationship between motor competence, cardiorespiratory fitness and weight status over time as proposed by Stodden et al. (2008). However, motor competence and cardiorespiratory fitness were not found to be predictors of future weight status when controlled for one another. Further longitudinal and multivariate research into the dynamics between motor competence and other health-related factors is needed in order to gain a better understanding of mechanisms underlying positive (or negative) developmental trajectories of health during childhood.

A hitchhiker's guide to assessing young people's motor competence: deciding what method to use

OBJECTIVES To offer a users guide to select appropriate measures of motor competence for children and adolescents. DESIGN Expert consensus among a working group of the International Motor Development Research Consortium (I-MDRC). METHODS The guide provides information on objective (motion devices and direct observation) and subjective (self-reports and proxy reports) methods for assessing motor competence among children and adolescents. Key characteristics (age group, sample size, delivery mode, assessment time, data output, data processing) as well as limitations and practical considerations (e.g., cost, sources of error) with regard to each method are included in this paper. We do not recommend specific instruments, rather a guide to assist researchers and practitioners interested in assessing childrens motor competence. RESULTS A decision flow chart was developed to support practitioners and researchers in selecting appropriate methods for measuring motor competence in young people. Real-life scenarios are presented to illustrate the use of different methods in research and practice. CONCLUSIONS Policy makers, practitioners and researchers should consider the strengths and limitations of each method when measuring motor competence in children and adolescents. This will allow them to choose the most appropriate instrument(s) that meets their needs.

Cross-cultural comparison of fundamental motor skills in children from Belgium and the United States

This is a conference abstract. It was presented at the North American Society for the Psychology of Sport and Physical Activity Montreal, Quebec June 15–18, 2016.This is a conference abstract. It was presented at the North American Society for the Psychology of Sport and Physical Activity Montreal, Quebec June 15–18, 2016.Keynotes, Lectures, and Awards .......................................................................................................................S1 Symposia ...............................................................................................................................................................S5 Free Communications: Verbal and Posters Motor Development .........................................................................................................................................................S22 Motor Learning and Control...........................................................................................................................................S41 Sport and Exercise Psychology .......................................................................................................................................S73

Configurations of actual and perceived motor competence among children: associations with motivation for sports and global self-worth

This is a conference abstract. It was presented at the North American Society for the Psychology of Sport and Physical Activity Montreal, Quebec June 15–18, 2016.This is a conference abstract. It was presented at the North American Society for the Psychology of Sport and Physical Activity Montreal, Quebec June 15–18, 2016.Keynotes, Lectures, and Awards .......................................................................................................................S1 Symposia ...............................................................................................................................................................S5 Free Communications: Verbal and Posters Motor Development .........................................................................................................................................................S22 Motor Learning and Control...........................................................................................................................................S41 Sport and Exercise Psychology .......................................................................................................................................S73