Exploring the Relationship Between Fundamental Motor Skill Interventions and Physical Activity Levels in Children: A Sys
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SYSTEMATIC REVIEW
Exploring the Relationship Between Fundamental Motor Skill Interventions and Physical Activity Levels in Children: A Systematic Review and Meta-analysis Alexander C. Engel1 • Carolyn R. Broderick2 • Nancy van Doorn2 Louise L. Hardy3 • Belinda J. Parmenter2
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Ó Springer International Publishing AG, part of Springer Nature 2018
Abstract Background Physical activity provides many health benefits, yet few children meet the physical activity recommendations. In school-age children, low proficiency in fundamental movement skills (FMS) is associated with low physical activity (PA). It is unknown if the same relationship exists in pre-schoolers (aged 3–5 years). Objectives The aims of this review were to firstly evaluate interventions for improving FMS and PA levels in children aged 3–5 years and 5–12 years, and secondly to determine, where possible, if there is a similar relationship between change in FMS and change in PA across both age groups. Methods A systematic search of electronic databases was conducted up until 20 July 2017. Controlled trials that implemented an FMS/PA intervention and measured PA levels (objective/subjective) and FMS (objective) in healthy children between the ages of 3 and 12 years were included. Sub-analysis was conducted based on the type of intervention (teacher-led [TL] or teacher educated), sessions per week (\ 3 or C 3) and age group. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40279-018-0923-3) contains supplementary material, which is available to authorized users. & Alexander C. Engel [email protected] 1
Department of Exercise Physiology, Faculty of Medicine, School of Medical Sciences, UNSW, Level 2 Wallace Wurth West, Sydney, NSW 2052, Australia
2
Department of Exercise Physiology, Faculty of Medicine, School of Medical Sciences, UNSW, Room 205, Level 2 Wallace Wurth West, Sydney, NSW 2052, Australia
3
Prevention Research Collaboration, Sydney School of Public Health, The University of Sydney, Charles Perkins Centre D17, Level 6, The Hub, Sydney, NSW 2006, Australia
Results Search terms yielded 17,553 articles, of which 18 met the inclusion criteria. There was significant improvement in FMS with TL interventions of three or more sessions per week (standardised mean difference = 0.23 [0.11–0.36]; p = 0.0002). In TL interventions, there was a strong negative correlation between moderate–vigorous physical activity (MVPA) and sedentary behaviour (SB) (r = - 0.969; p = 0.031). Conclusions There are limited studies measuring both FMS and PA following an FMS intervention, especially in school-aged children. Results indicate that training preschoolers at least three times a week in FMS can improve proficiency, increase intensity of PA, and reduce SB, possibly helping to reduce the burden of childhood obesity and its associated health risks.
Key Points Pre-schoolers demonstrate a significant improvement in fundamental motor skill proficiency following teacher-led interventions that are delivered at least
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