Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?

Michael Duncan, Clare Roscoe, Mark Noon, Cain Clark, Wesley O'Brien, Emma Eyre

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Abstract

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety two children aged 6-9 years old (245 boys, 247 girls) from school years 2 (n = 130), 3 (n = 154) and 4 (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development-2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in Year Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged six-nine years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood with physical activity, weight status and health.
Original languageEnglish
Pages (from-to)(In-press)
JournalEuropean Physical Education Review
Volume(In-press)
Publication statusAccepted/In press - 23 Oct 2019

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Motor Skills
Curriculum
curriculum
school
Physical Education and Training
physical education
Foster Home Care
education curriculum
school system
Health Status
childhood
Exercise
Weights and Measures
health
performance

Cite this

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title = "Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?",
abstract = "This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety two children aged 6-9 years old (245 boys, 247 girls) from school years 2 (n = 130), 3 (n = 154) and 4 (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development-2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5{\%} (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7{\%}, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0{\%}) compared to children in Year Three (24{\%}) and Four (25{\%}). More boys (25.7{\%}) achieved mastery in all four of the FMS compared to girls (11.7{\%}). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged six-nine years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood with physical activity, weight status and health.",
author = "Michael Duncan and Clare Roscoe and Mark Noon and Cain Clark and Wesley O'Brien and Emma Eyre",
year = "2019",
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issn = "1356-336X",
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T1 - Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?

AU - Duncan, Michael

AU - Roscoe, Clare

AU - Noon, Mark

AU - Clark, Cain

AU - O'Brien, Wesley

AU - Eyre, Emma

PY - 2019/10/23

Y1 - 2019/10/23

N2 - This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety two children aged 6-9 years old (245 boys, 247 girls) from school years 2 (n = 130), 3 (n = 154) and 4 (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development-2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in Year Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged six-nine years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood with physical activity, weight status and health.

AB - This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety two children aged 6-9 years old (245 boys, 247 girls) from school years 2 (n = 130), 3 (n = 154) and 4 (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development-2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in Year Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged six-nine years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood with physical activity, weight status and health.

M3 - Article

VL - (In-press)

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JO - European Physical Education Review

JF - European Physical Education Review

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