Physical activity during school-time and fundamental movement skills: a study among pre-schoolers with and without Physical Education classes

Renne da Silva, Glauber C. Nobre, Ivina Soares, Maria Luíza Pessoa, Jorge Bezerra, Anelise Reis Gaya, Jorge Mota, Michael Duncan, Clarice Martins

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: To analyze associations between physical activity (PA) during school hours and fundamental movement skills (FMS) of young children with and without PE classes. Methods: This cross-sectional study examined 201 children of both sexes (102 girls, 50.7 %), aged 3 to 5 years old (4.51 ± 0.79), who were engaged (n=129) or not (n=72) in physical education (PE) classes weekly. Light (LPA) and moderate-to-vigorous physical activity (MVPA) were assessed by accelerometer during school hours over five consecutive days, and FMS was assessed using the TGMD-2. To verify the association between PA (LPA and MVPA) and FMS (locomotor and object control scores) in both PE and NPE groups, multiple linear regression analysis was used. Results: MVPA during school hours was significantly associated with object control performance in the PE group (β = .14 p = .025). A model with LPA and MVPA explained 4% of the object control performance variability. Conclusion: The positive association observed between MVPA and object control skills on those preschoolers involved in PE classes highlight that opportunities in structured PE classes should be used as a central strategy to promote motor development in preschool settings.
Original languageEnglish
Pages (from-to)(In-Press)
Number of pages13
JournalPhysical Education and Sport Pedagogy
Volume(In-Press)
Early online date13 Jun 2022
DOIs
Publication statusE-pub ahead of print - 13 Jun 2022

Keywords

  • Physical activity
  • motor skills
  • motor development
  • preschool setting
  • physical education

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