Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

Morgan, Philip J, Barnett, Lisa M, Cliff, Dylan P, Okely, Anthony D, Scott, Hayley A, Cohen, Kristen E and Lubans, David R 2013, Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis, Pediatrics, vol. 132, no. 5, pp. e1361-e1383.

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Title Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis
Alternative title Review Article: Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis
Author(s) Morgan, Philip J
Barnett, Lisa M
Cliff, Dylan P
Okely, Anthony D
Scott, Hayley A
Cohen, Kristen E
Lubans, David R
Journal name Pediatrics
Volume number 132
Issue number 5
Start page e1361
End page e1383
Total pages 23
Publisher American Academy of Pediatrics
Place of publication Elk Grove Village, Ill.
Publication date 2013
ISSN 0031-4005
1098-4275
Keyword(s) Fundamental movement skills
Physical activity
Intervention
Motor skills
Systematic review
Children
Summary BACKGROUND
Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth.

METHODS
A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.

RESULTS
Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for ≥1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68–2.16, Z = 3.77, P < .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56–2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28–0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.

CONCLUSIONS
School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
Language eng
Field of Research 119999 Medical and Health Sciences not elsewhere classified
Socio Economic Objective 970111 Expanding Knowledge in the Medical and Health Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, American Academy of Pediatrics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30060284

Document type: Journal Article
Collection: School of Health and Social Development
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