RESUMEN

BACKGROUND: Although prior studies have demonstrated that children with high levels of fundamental movement skill (FMS) are more active throughout the day, little is known about children's FMS and their physical activity (PA) during different segments of the school day (e.g., recess, lunch break, and physical education). The present study focused on FMS and moderate-to-vigorous PA (MVPA) during school day and identifies the association between children's FMS and MVPA during different segments of the school day in China. METHODS: A total of 322 children (boys n = 163, girls n = 159; Mage = 8.12, SD = 1.22 years) from four elementary schools involved in this study. Children's FMS and MVPA were measured using the Test of Gross Motor Development-2nd edition (TGMD-2) and hip-mounted accelerometers. Data such as height, weight, and socio-economic status (SES) were also obtained. Multilevel mixed regression models were used to examine the cross-sectional associations between FMS and MVPA. Models were adjusted for gender, age, standardized body mass index, and SES. RESULTS: Children engaged in 32.19 min of MVPA during the whole school day. Boys were more active than girls and had higher object-control skills competency. Locomotor skills were positively associated with children's long recess (B = 1.063) and short recess time (B = 1.502) MVPA. Object-control skills were positively correlated with children's MVPA time during long recess (B = 1.244) and physical education (PE) lessons (B = 1.171). CONCLUSION: The findings highlight the importance of developing both locomotor and object-control skills in elementary schools to lead more MVPA engagement during different segments of the school day.

Asunto(s)

RESUMEN

In order to investigate the effects of a flag rugby game programs on the development of gross motor skills and physical fitness in 5-6 year old preschool children. An overall random sampling method was adopted to select 56 preschoolers aged 5-6 years from class A and class B,class A was the ExG (28) implemented a flag rugby games intervention program,and class B was the ConG (28) implemented a regular physical education program,with a 12-week intervention period.The content and requirements of the experimental intervention program were determined through a systematic analysis method, and the subjects' gross motor skills level was tested using the TGMD-3, and their physical fitness level was measured using China's fifth national physical fitness monitoring of early childhood (3-6 years) component.Experimental data were statistically analyzed using independent samples t-test, paired samples t-test, and repeated measures ANOVA test.After 12 weeks of practice, 1）We found that the ExG outperformed the ConG in Skip,One hand stationary dribble, Overhand throw, Underhand throw, Forehand strike of self-bounced,Kick a stationary ball, Total object control subject score, Total gross motor score test results with significant differences (p < 0.05).The ExG differed significantly (p < 0.01) in Grip strength, Stand long jump,Sit forward bend, Continuous jump on both feet,15 m obstacle run,Walk the balance beam, while the ConG differed significantly (p < 0.05) only in Continuous jump on both feet,15 m obstacle run and Stand long jump.2）We also found gender differences in gross motor skills and Physical fitness test results, this difference is manifested in boys outperformed girls in Total object control subject Score, Grip strength and 15 m obstacle run with significant difference (p < 0.05), girls outperformed boys in Sit forward bend with significant difference (p < 0.05).The 12-week flag rugby game programs improved gross motor skills and physical fitness levels of 5-6 year old preschoolers more comprehensively than the regular program, and we recommend the purposeful and organized promotion of a flag rugby game programs in the physical activity curriculum for 5-6 year old preschoolers.

RESUMEN

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.

RESUMEN

Response abilities, i.e., response time (RT) and response force (RF), which are essential for efficient motor control, are impaired in children with intellectual disabilities (ID). The study aimed to evaluate the effects of object control skills training, computer-based games training, or standard care on the RT and RF of children with ID when measured across task conditions. A randomized controlled trial was conducted in a special education school where 75 children with ID, between 9 and 17 years of age, were randomly assigned to object control skills training, computer-based games training, or standard care, where intervention groups were provided thrice a week for four weeks. The RT and RF were measured using a response analyzer for simple response task, (passive and active) dual-task, and choice response task at baseline, post-intervention, and four-week follow-up. The RT significantly reduced with object control skills training (ηp2= .325) and computer-based games training (ηp2= .159). Participants who received the object control skills training had greater stability in force production than the other groups. With training, children with ID take less time and show better stability in their ability to modulate force in various task settings, with more pronounced effects with the object control skills training.

Asunto(s)

RESUMEN

BACKGROUND: Few studies have examined the relationship between motor skill competence and device-measured physical activity in large samples and none have used non-linear modelling. This study assessed the linear and non-linear associations between motor skill competence and physical activity in children using pooled data from eight studies. METHODS: Cross-sectional ActiGraph accelerometer and motor skills competence data from 988 children (50.8% boys) aged 3-11 years were included. Total, object control and locomotor skill competence were assessed using the Test of Gross Motor Skill Development. Linear mixed models were fitted to examine linear associations between motor skill competence and physical activity. Then, restricted cubic splines models were used to assess potential non-linear relationships. Interactions by sex and age were assessed. RESULTS: There was evidence of positive linear associations between total skill, and object control and locomotor skills, with moderate- and vigorous-intensity physical activity; however, the associations with total skill competence and object control better fitted a non-linear model. Non-linear models indicated associations were positive but relatively weak in the low to mid ranges of TGMD/object control scores but at high ranges (~ > 70 out of 100/ and ~ 35 out of 50) the association strength increased for both moderate- and vigorous-intensity physical activity. There were sex interactions for locomotor skills only, specifically for vigorous activity with boys having a stronger positive association than girls. CONCLUSIONS: There appears to be a threshold for object control skill proficiency that children need to reach to enhance their physical activity levels which provides support for a motor skill "proficiency barrier". This provides a tangible benchmark for children to achieve in motor competence programs.

Asunto(s)

RESUMEN

Background: Cross-cultural studies can provide information on how different cultural contexts, lifestyles, and physical activity play a role in the development of motor skills. We aimed at a cross-cultural comparison of fundamental movement skills of children of Iranian ethnicities. Methods: The statistical population included boys and girls aged 7 to 9 years from the centers of Tehran (Persian), Lorestan (Lor), Khuzestan (Arab) and Kurdistan (Kurdish) provinces in 2021 year. Overall, 240 people (60 from each province) participated in this research as a sample. Ulric Gross Motor development test (2000) was used to measure the Fundamental Movement skills. Results: Results of multivariate analysis of variance showed that the main effect of culture (ethnicity) and interaction of culture and gender on Loco motor and object control skills were significant (P=0/001). In the total score of fundamental movement skills, the results showed that boys children scored significantly higher than girls (P=0/001). Moreover, Lor and Kurdish children significantly performed better than Fars and Arab children (P=0/001), but no significant difference was observed between the other ethnicities (P=0/452). Conclusion: Differences in the levels of fundamental movement skills of children of different ethnicities may be due to different physical and cultural activities, attitudes, and motor habits.

RESUMEN

Swimming is the only sport providing lifesaving skills, reducing the risk of death by drowning, a top cause of deaths in children aged 1-14 years. Research shows swimming amongst other sports can aid fundamental movement skill (FMS) development. Therefore, this review investigated the following: (1) how swimming impacts FMS development in children aged 3-11 years, (2) successful tools assessing swimming and FMS, and (3) recommendations appropriate to the UK curriculum based on findings of this study. A systematic literature review using Google Scholar, PubMed, and SPORTDiscuss was conducted to investigate the effects of swimming on FMS development. Methods included database searching, finalising articles appropriate to the inclusion and exclusion criteria, and identifying relevant articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The Mixed Methods Appraisal Tool assessed data quality and bias risk, whilst thematic analysis synthesised data alongside descriptive results. Ten papers were synthesised, identifying significant positive impacts of swimming on FMS, including significant pre-post testing (p < 0.01), significant improvements compared to other sports (p < 0.001), and significant improvements in specific motor skills (Balance; p = 0.0004). Future research specifically addressing swimming and FMS is essential to improving the curriculum.

RESUMEN

This study examined the short (pre-post) and longer-term (post to 10 weeks post) effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) and physical fitness in Saudi boys and girls. Seventy-six children aged 9-11 years (44 boys, 32 girls; mean ± SD = 10.2 ± 0.9 years) undertook twice weekly Shuttle Time sessions for 6 weeks. Pre, post, and 10 weeks post, FMS was measured using the test of gross motor development 3 and physical fitness was measured via 10 m sprint speed, standing long jump, seated medicine ball throw, and a 6 min walk test (6MWT). There were significant improvements in FMS from pre to post (p = 0.0001) and post to 10-weeks post (p = 0.0001) for both boys and girls. Girls demonstrated a significantly greater magnitude of change in FMS. For 10 m sprint time, seated medicine ball throw, standing long jump, and 6MWT performance, both boys and girls significantly improved from pre-10 weeks post (all p = 0.001). The magnitude of change was greater pre to 10-weeks post for girls for the seated medicine ball throw, but was greater for boys for the standing long jump and 6MWT. In terms of practical applications, the BWF Shuttle Time program is feasible for administration in the Saudi context and is beneficial in developing FMS and fitness for Saudi children aged 8-12 years.

RESUMEN

This study aimed to evaluate the reliability of a manipulative eye-segmental (hand and foot) coordination task, namely the Wall Drop Punt Kick and Catch test (WDPK&C), over two weeks. Forty-one children and adolescents (18 boys, 23 girls) with a mean age of 10.2 (SD = 1.62) years old were recruited for assessment. Subjects had 30 s to perform as many ball impacts as possible on a wall two meters away, following a drop punt kick, rebound on the wall, and catch sequence. The Intraclass Correlation Coefficient (ICC = 0.896) for unique measures, Cronbach Alpha (α = 0.945), and Lin's Concordance Correlation Coefficient (CCC = 0.896) provide evidence of reliability considering two consecutive measurements. These results further support the reliability of the WDPK&C test in a sample of Portuguese children and adolescents. Thus, the WDPK&C test can be applied to Portuguese boy and girl children and adolescents. Forthcoming studies should test the reliability of this test across different age groups since it is intended to be a test with a wide lifespan coverage.

RESUMEN

Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students' space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children's education.

Asunto(s)

RESUMEN

The purpose of this study was to explore the relationship between postural control and fundamental motor skills in girls. An observational cross-sectional study was conducted in 47 girls, aged 8-10 years. Postural control (postural sway centre of pressure) was evaluated during tandem stance, leading with dominant and non-dominant limbs with eyes open and closed, using an AMTI force platform. Fundamental motor skills were assessed using the Test of Gross Motor Development 2nd Edition, examining total, locomotor and object control scores. Data were analysed using linear regression, adjusted for body mass index percentile and household income. For locomotor skills, significant relationships were found with a number of postural sway outcomes for adjusted and unadjusted analyses (r - 0.287 to r - 0.425, p ≤ 0.042). Total motor skill score was significantly related to postural sway in the tandem dominant eyes closed condition for unadjusted and adjusted analyses (r ≥ -0.294, p ≤ 0.04). In conclusion, our findings indicate that postural control may be important for fundamental motor skill proficiency and movement quality in pre-adolescent girls, particularly for locomotor skills. Our study provides evidence supporting the clinical practice of assessing postural control in girls presenting with motor skill deficits.

Asunto(s)

RESUMEN

Resource limitation has often been invoked as a key driver of sentence comprehension difficulty, in both theories of language-unimpaired and language-impaired populations. In the field of aphasia, one such influential theory is Caplan's resource reduction hypothesis (RRH). In this large investigation of online processing in aphasia in German, we evaluated three key predictions of the RRH in 21 individuals with aphasia and 22 control pparticipants. Measures of online processing were obtained by combining a sentence-picture matching task with the visual world paradigm. Four sentence types were used to investigate the generality of the findings, and two test phases were used to investigate RRH's predictions regarding variability in aphasia. The processing patterns were consistent with two of the three predictions of the RRH. Overall, our investigation shows that the RRH can account for important aspects of sentence processing in aphasia.

Asunto(s)

RESUMEN

Higher physical activity (PA) levels will obtain more health-related benefits for children and adolescents with intellectual disabilities (ID). The mastery of fundamental movement skills (FMS) potentially correlates with PA. This study aimed to examine the associations of FMS with moderate-to-vigorous intensity physical activity (MVPA) levels in children and adolescents with moderate to severe ID. Moreover, this research analyzes whether there are gender and age differences in the association between these two variables. A total of 93 children and adolescents with ID, aged 8-17 years (mean age = 13.27; SD = 3.35), were recruited from a special school located in western China. The time spent in MVPA was measured using waist-worn accelerometers. FMS proficiency was assessed using the Test of Gross Motor Development 2 (TGMD-2). Children and adolescents with ID tend to have delayed maturity of FMS patterns (locomotor skills t (92) = -16.91, p < 0.001, d = 2.48; object control skills t (92) = -25.39, p < 0.001, d = 3.72; total FMS t (92) = -21.83, p < 0.001, d = 3.20) and lower proficiency in objective control skills (t (92) = 3.989, p < 0.001, d = 0.29). A significant positive correlation was found between MVPA and FMS, and this association was moderated by gender and age. For boys, object control skills were a significant predictor of MVPA time (B = 0.842, p < 0.01), whereas locomotor skills were a significant predictor of MVPA time (B = 0.472, p < 0.05) for girls. For children with ID, object control skills were a significant predictor of MVPA time (B = 0.736, p < 0.05). Proficiency in FMS has a positive effect on increasing the level of MVPA in children and adolescents with ID. Gender and age factors should be considered when implementing FMS intervention programs.

Asunto(s)

RESUMEN

Background: Few studies have investigated associations between meeting 24-Hour Movement Guidelines and preschool children's fundamental movement skills (FMS). This study aimed to investigate the associations between Chinese preschoolers meeting various combinations of the Guidelines and FMS, as well as examining gender differences across those outcomes. Methods: A total of 322 preschool children (181 boys and 141 girls) aged 3−6 years old were recruited from five early-childhood education and care services in China. Children's 7-day physical activity (PA) was assessed using accelerometry, and screen time (ST) and sleep duration were reported by their parents. FMS were assessed by Test of Gross Motor Development 3. Descriptive statistics and gender differences in children's meeting the Guidelines and FMS were calculated using t-tests for continuous variables and Chi-square tests for categorical variables. Results: Most preschoolers met the sleep and ST guidelines, but only 22.3% met the PA guidelines; 4% of preschoolers did not meet any of the recommendations, while 9.3% met all three recommendations. Boys reported significantly higher compliance with all combined recommendations. There were positive associations between meeting the PA guidelines and both locomotor (ß = 0.49; p < 0.001) and object control skills (ß = 0.21; p < 0.001). A significantly positive relationship was identified between meeting PA + sleep guidelines and locomotor skills (ß = −0.16; p = 0.02). A significantly negative association was observed between preschoolers' meeting sleep + ST guidelines and locomotor skills (ß = 0.31; p = 0.001). Conclusion: Few preschoolers met all three movement behavior guidelines. The findings suggest that PA levels, especially MVPA, are important for the promotion of FMS. Meanwhile, the impacts of ST and sleep on motor development cannot be neglected.

RESUMEN

Objective: To evaluate how different physical activity (PA) interventions (traditional, exergaming, and teacher/parent education) impacted children's motor skills (object control, locomotor, and gross motor). Design: Systematic review and network meta-analysis. Data sources: PubMed, Medline, Scopus, Web of Science, EMBASE, and PsycINFO. Eligibility criteria: (1) Participants comprised 1708 children 3-12 years; (2) PA or exercise-based interventions were investigated; (3) only studies using a Test of Gross Motor Skills assessment were included; (4) RCT were chosen as the study design to assess the impact of PA interventions on children's motor skills; and (5) culture-based PA studies with English language only were included. Data were analyzed using a Bayesian network meta-analysis. Results: The results were reported as standardized mean differences (SMDs) with associated 95% credible intervals (CrIs). For object control, aerobic intervention (SMD 6.90, 95% Crl 1.39 to 13.50); for locomotor, exergaming intervention (SMD 12.50, 95% Crl 0.28 to 24.50); and for gross motor, aerobic intervention (SMD 7.49, 95% Crl 0.11 to 15.70) were the most effective treatments. Conclusion: Children's FMSs have been improved through different PA interventions. Among them, aerobic interventions seem to be the most effective intervention in enhancing object control skills and overall gross motor skills.

Asunto(s)

RESUMEN

BACKGROUND: Preschool age (3-5 years old) is a crucial period for children to acquire gross motor skills and develop executive functions (EFs). However, the association between the qualitative gross motor skills and EFs remains unknown in preschoolers, especially among overweight and obese children. METHODS: This was a cross-sectional, exploratory, and quantitative study carried out on 49 preschool children, divided into two subgroups according to their body mass index (overweight/obese: 24; eutrophic [normal weight]: 25). The mean age was 4.59 years. More than half of the sample were boys (55%) and most of the mothers had completed high school (67%) and were class C socioeconomic level (63%). Gross motor skills were assessed using the Test of Gross Motor Development-2, while EFs were evaluated using Semantic verbal fluency (SVF), Tower of Hanoi (TH), Day/Night Stroop, and Delayed Gratification tests. Multiple linear regression models adjusted for sex, age, maternal education, socioeconomic status, quality of the home environment, and quality of the school environment using the stepwise method were executed, considering the cognitive tasks as independent variables and gross motor skills as dependent variable. RESULTS: The overweight/obese preschoolers showed worse locomotor skills than their eutrophic peers and below average gross motor quotient (GMQ). Overweight/obese girls performed worse in OC skills than boys with excess weight. SVF (number of errors) and TH (rule breaks) explained 57.8% of the variance in object control (OC) skills and 40.5% of the variance in GMQ (p < .05) in the overweight/obese children. Surprisingly, there was no significant association between any of the EF tasks and gross motor skills in the eutrophic children. CONCLUSION: A relationship between EF tasks (number of errors in SVF and rule breaks in TH) and gross motor skills (OC and GMQ) was demonstrated in the overweight/obese preschoolers, indicating that worse cognitive flexibility, working memory, planning, and problem solving are associated with worse gross motor skills in this population when compared to eutrophic children.

Asunto(s)

RESUMEN

Adequate development of Fundamental Motor Skills (FMS) at a young age benefit holistic development and positive health outcomes. This study determined age and sex developmental differences in the state and the relationships between process and product assessments of four fundamental-motor skills (FMS) in five to eight-year-olds. An availability sample of 636 children; 291 boys, 345 girls, mean age of 6.8 ± 0.97 years in the North West Province of South Africa participated in the study. Spearman rank order correlations analyzed relationships between assessments, while sex and age differences were examined using independent t-testing and one-way ANOVA. Age showed significant developmental trajectories in all FMS. Older children were found to be more at risk for not learning FMS to mastery, while unique developmental patterns were also established compared to international trends. Strong to moderate significant practical associations (p < 0.05) emerged between process and product assessments in catching (r = 0.79), jumping (r = 0.40) running (r = −0.33) and kicking (r = 0.20), while also confirming that the strength of the associations varies depending upon the skill type. Associations strengthened with increasing age, were higher in girls in all FMS, while associations between behavioral criteria in all FMS also differed between FMS and sexes. These strong associations, need to be taken into consideration during the development of FMS towards obtaining full mastery.

Asunto(s)

RESUMEN

Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners' physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.

Asunto(s)

RESUMEN

Purpose: Gross motor skills (GMS) and inhibitory control (IC) which are both development in preschool stage is significant for preschooler to healthy growth. However, the evidence of relationship between them in preschoolers are still insufficient, most of studies only focus on youth. Thus, the aim of this research is to examine the association between GMS and IC in preschool children. Methods: This cross-sectional study used baseline data from a previous intervention study of preschoolers conducted in 2018. GMS were assessed by using the Test for Gross Motor Development (2nd edition) in preschoolers, which includes two subtests of locomotor and object control skills. Total GMS is calculated from the sum of these two subtests. The Fish Flanker task was used to evaluate both accuracy and reaction time of IC. Multivariate linear regression models were established to analyze the relationships between GMS and IC. Results: A total of 123 preschool-age children (55 girls, 68 boys) were included in the final analysis. After adjusting for confounders, GMS (ß = -8.27 ms, 95%CI: -14.2, -2.34), locomotor (ß = -11.2 ms, 95%CI: -21.43, -0.97), and object control skills (ß = -12.15 ms, 95%CI: -22.07, -2.23) were all negatively related with reaction time of IC. Conclusion: There was a significant negative correlation between gross motor skills and the reaction time of inhibitory control in preschool children. Further research is needed to verify this finding in prospective and experimental studies.

RESUMEN

OBJECTIVES: The Active Early Learning intervention was designed to support childcare educators to imbed physical literacy promoting activities into the daily childcare curriculum. The objective of this study was to determine whether this physical literacy intervention had any influence on motor skill development. DESIGN: 22-week stratified cluster randomised controlled trial. METHODS: Fifteen childcare centres (8 intervention, 7 control centres; 314 children, 180 boys, 4.3y ±â€¯0.4) participated in the study. Six motor skills were assessed: object control (ball drop/catch and bean bag throw accuracy), locomotor control (10 m shuttle run), stability (one-leg balance and tiptoe walking on a line), and fine motor control (coin manipulation). Intervention effects were evaluated using linear mixed models adjusted for age, sex, socio-economic status, and centre clustering. RESULTS: There was evidence for an intervention effect on fine motor control (-0.47 s, CI [-0.93 to -0.02], p = .041) and the ball drop/catch task (0.68, CI [0.01-1.35], p = .046), but not for locomotor control, stability, or throw accuracy. CONCLUSIONS: Improvements in children's gross and fine motor skills can be achieved with a physical literacy intervention delivered by childcare educators. However, broad enhancement of motor skills cannot be assumed by simply introducing more physical literacy promoting activities into the daily routine, and specific motor skill instruction seems warranted in childcare settings.

Asunto(s)