Fundamental Movement Skills and Physical Activity of 3-4-Year-Old Children within Early Childhood Centers in New Zealand

Ajmol Ali; Claire McLachlan; Tara McLaughlin; Owen Mugridge; Cathryn Conlon; Karen Mumme; Tayla Knightbridge-Eager

doi:10.3390/children8090742

Fundamental Movement Skills and Physical Activity of 3-4-Year-Old Children within Early Childhood Centers in New Zealand

Children (Basel). 2021 Aug 27;8(9):742. doi: 10.3390/children8090742.

Authors

Ajmol Ali^{1

2}, Claire McLachlan^{3

4}, Tara McLaughlin⁵, Owen Mugridge¹, Cathryn Conlon¹, Karen Mumme¹, Tayla Knightbridge-Eager^{1

6}

Affiliations

¹ School of Sport, Exercise and Nutrition, Massey University, Auckland 0745, New Zealand.
² Department of Sport Science and Physical Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong, China.
³ Faculty of Education, University of Waikato, Gate 5 Hillcrest Road, Hamilton 3216, New Zealand.
⁴ School of Education, Federation University Australia, Ballarat, VIC 3353, Australia.
⁵ Institute of Education, College of Humanities & Social Sciences, Massey University Manawatū, Private Bag 11 222, Palmerston North 4442, New Zealand.
⁶ Kimi Hauora Wairau, Marlborough Primary Health Organisation (KHW MPHO), Blenheim 7201, New Zealand.

Abstract

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3-4-years-old, across four early childhood education (ECE) settings. Children's FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = -0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, r_s = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

Keywords: TGMD-2; Test of Gross Motor Development; accelerometry; motor skills; physical education; preschool; wellbeing.

Grants and funding

n/a/Best Start Educare