![]() The findings demonstrated that girls in the intervention group significantly improved locomotor, object control, and total motor skills compared to the control group. For instance, Bakhtiari and colleagues applied an eight-week period of selected exercises (24 lessons three days per week each session lasted 45 minutes) focusing on FMS competence for 9-year-old girls. Previous FMS intervention studies have shown significant improvement of FMS competence (i.e., locomotor and object control skills) among school-aged children, ranging from 3 to 10 years old. However, unstructured activities can only provide children with opportunities to engage in physical activities, and do not encourage learning FMS. Structured FMS-focused programs (instruction/lesson) and unstructured activities (child free-play) may be an effective avenue for encouraging children to engage in various movement skills in early childhood years (i.e., age 3–8 years ). Early elementary school years are a crucial time for developing FMS competence as they establish physical activity habits in children’s future development, and childhood is an ideal age period to benefit from quality training and education with regard to motor skill learning. ![]() A recent systematic review also indicated that developing sufficient FMS allows children to function effectively and independently for their physical, social, and cognitive growth. ![]() Cross-sectional studies support that children’s FMS competence is associated with higher levels of physical activity, less sedentary behavior, higher cardiorespiratory fitness, and better weight status. Stodden and colleagues proposed a conceptual model indicating that developing sufficient FMS competence in childhood may increase the possibilities for children to engage in regular physical activity and influence the trajectory of childhood obesity. Specifically, FMS competence has been considered as the building blocks to develop and perform complex movement skills required for sufficient participation in physical activity across the lifespan including locomotor skills (e.g., running, galloping, and jumping) and object control skills (e.g., dribbling, catching, and throwing). ![]() This finding suggests that structured FMS-focused strategies (e.g., fun games and goal setting) can be a critical component when implementing a physical activity program to enhance children’s motor skills and physical activity behavior.Ī growing body of research has revealed that fundamental motor skills (FMS) competence during childhood are important correlates of obesity, and contribute to children’s physical activity participation and cognitive health. The 8-week FMS-based afterschool program showed significant improvements in FMS competence and MVPA, compared to a traditional afterschool program. However, no significant changes were found in cognitive functioning. A 2 × 2 repeated measures MANOVA showed significant changes in FMS competence and MVPA between the intervention and the control group over time. Participants were 31 K–2 students (19 girls, 12 boys Mage = 6.65 ± 0.98) from three public elementary schools in the southwestern United States who were assigned to the intervention group (FMS-based afterschool program n = 20) or the control group (traditional afterschool program n = 11). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive health outcomes among elementary children. Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA).
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