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In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An individual’s physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.

In 1980, Seefeldt introduced the concept of a motor skill “proficiency barrier” that provides a conceptual basis for understanding the importance of a motor skill barrier as it relates to critical public health initiatives. While the intent of Seefeldt’s proficiency barrier hypothesis had great potential to advance the field of motor development, the notion of a proficiency barrier was not empirically tested. Instead, this concept lay dormant for several decades. The purpose of this paper was to expand upon Seefeldt’s proficiency barrier concept in greater detail by addressing the following questions: (1) what constitutes a motor proficiency barrier? (2) how do we assess/measure the existence of a proficiency barrier? and (3) how do we break through the proficiency barrier in order to maximize the likelihood of participation in health-enhancing levels of physical activity later on in life? We conclude with a future research suggestion to explore the existence of the proficiency barrier.

Evidence supports a positive association between competence in fundamental movement skills (e.g., kicking, jumping) and physical activity in young people. Whilst important, fundamental movement skills do not reflect the broad diversity of skills utilized in physical activity pursuits across the lifespan. Debate surrounds the question of what are the most salient skills to be learned which facilitate physical activity participation across the lifespan. In this paper, it is proposed that the term ‘fundamental movement skills’ be replaced with ‘foundational movement skills’. The term ‘foundational movement skills’ better reflects the broad range of movement forms that increase in complexity and specificity and can be applied in a variety of settings. Thus, ‘foundational movement skills’ includes both traditionally conceptualized ‘fundamental’ movement skills and other skills (e.g., bodyweight squat, cycling, swimming strokes) that support physical activity engagement across the lifespan. A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity. Foundational movement skill development is hypothesized to vary according to culture and/or geographical location. Further, skill development may be hindered or enhanced by physical (i.e., fitness, weight status) and psychological (i.e., perceived competence, self-efficacy) attributes. This conceptual model may advance the application of motor development principles within the public health domain. Additionally, it promotes the continued development of human movement in the context of how it leads to skillful performance and how movement skill development supports and maintains a lifetime of physical activity engagement.

Background Actual and perceived motor competence are important correlates of various health-related behaviors. As such, numerous studies have examined the association between both constructs in children and adolescents. Objectives The first aim of this review and meta-analysis was to systematically examine, analyze and summarize the scientific evidence on the relationship between actual and perceived motor competence (and by extension more general physical self-perception) in children, adolescents and young adults with typical and atypical development. The second aim was to examine several a priori determined potential moderators (i.e., age, sex, and developmental status of study participants, as well as level of alignment between measurement instruments) of the relationship between actual motor competence and perceived motor competence/physical self-perception. Design This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered with PROSPERO on August 21st 2017. Data Sources A systematic literature search of five electronic databases (i.e., MEDLINE, SPORTDiscus, Web of Science, PsycINFO and EMBASE) with no date restrictions was conducted. Eligibility Criteria for Selecting Studies Eligibility criteria included (1) a study sample of youth aged 3–24 years, (2) an assessment of actual motor competence and perceived motor competence/physical self-perception, and (3) a report of the association between both, using a cross-sectional, longitudinal, or experimental design. Only original articles published in peer-reviewed journals with at least the title and abstract in English were considered. Analyses Meta-analyses were conducted by type of actual motor competence (i.e., overall motor competence, locomotor, object control, stability/balance and sport-specific competence) through univariate and multivariable random-effects meta-regression and clustered random-effects meta-regression models. Results Of the 1643 articles screened, 87 were included for the qualitative review, while 69 remained for the final meta-analyses. All included studies had some risk of bias with only 15% meeting five of the six examined criteria. Significant ( p  < 0.001) pooled effects were found for overall motor competence ( N  = 54; r  = 0.25; 95% CI [0.20, 0.29]), locomotor ( N  = 45; r  = 0.19; 95% CI [0.13, 0.25]), object control ( N  = 50; r  = 0.22; 95% CI [0.17, 0.27]), stability/balance ( N  = 8; r  = 0.21; 95% CI [0.12, 0.30]), and sport-specific competence ( N  = 8; r  = 0.46; 95% CI [0.28, 0.61]). None of the hypothesized moderators significantly influenced the relationship between actual motor competence and perceived motor competence/physical self-perception. Conclusions The strength of the association between actual motor competence and perceived motor competence/physical self-perception in youth is low to moderate, with current data demonstrating that the strength of association does not differ by age, sex, developmental status, or alignment between measurement instruments. However, this review highlights the lack of clarity on the relationship between actual motor competence and perceived motor competence/physical self-perception. Future research should address issues surrounding the design of studies and measurement of actual motor competence and perceived motor competence/physical self-perception as well as explore other potential confounding variables (i.e., product- versus process-oriented assessments, race, culture) that might affect the relationship between these two constructs.

Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development—studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of ‘success’ in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.

This study aimed to review the scientific evidence on associations between motor competence (MC) and components of health related physical fitness (HRPF), in children and adolescents. Systematic review. Systematic search of Academic Search Premier, ERIC, PubMed, PsycInfo, Scopus, SportDiscus, and Web of Science databases was undertaken between October 2012 and December 2013. Studies examining associations between MC and HRPF components (body weight status, cardiorespiratory fitness, musculoskeletal fitness and flexibility) in healthy children and adolescents, published between 1990 and 2013, were included. Risk of bias within studies was assessed using CONSORT and STROBE guidelines. The origin, design, sample, measure of MC, measure of the HRPF, main results and statistics of the studies were analyzed and a narrative synthesis was conducted. Forty-four studies matched all criteria; 16 were classified as low risk of bias and 28 as medium risk. There is strong scientific evidence supporting an inverse association between MC and body weight status (27 out of 33 studies) and a positive association between MC and cardiorespiratory fitness (12 out of 12 studies) and musculoskeletal fitness (7 out of 11 studies). The relationship between MC and flexibility was uncertain. Considering the noted associations between various assessments of MC and with multiple aspects of HRPF, the development of MC in childhood may both directly and indirectly augment HRPF and may serve to enhance the development of long-term health outcomes in children and adolescents.

Background: There is emerging evidence for positive associations between physical activity (PA), fitness, and fundamental movement skill (FMS) competence, for both children and adolescents. Current reviews of interventions to improve these variables note few studies conduct follow-up assessments to assess behavior maintenance. Objective: The aim of this systematic review was to determine whether typically developing children and adolescents (aged 3-18 years) who have participated in school-based interventions have sustained outcomes in PA, fitness, and/or FMS. Methods: A systematic search of six electronic databases (CINAHL(R) Plus with Full Text, Ovid MEDLINE(R), SPORTDiscus(TM), Scopus, PsycINFO(R) and ERIC) was conducted from 1995 to 26 July 2012. Included studies were school-based studies (including randomized controlled trials, longitudinal cohort, quasi-experimental, and experimental) that had a positive effect at post intervention in at least one variable and had a follow-up PA, fitness, or FMS assessment at least 6 months after the post-intervention assessment. Risk of bias assessment was guided by the \"Preferred Reporting Items for Systematic Reviews and Meta-Analyses\" statement. Results: The search identified 14 articles, and some studies addressed multiple outcomes: 13 articles assessed PA; three assessed fitness; and two assessed FMS. No study in this review met four key methodological criteria that have been shown to influence results, i.e., clarity on the randomization process, assessor blinding, analyzing participants in their original groups, and retaining sufficient participants through the entire study. Three-quarters (ten of 13) of the studies addressing PA, reported PA behavior change maintenance. The length of follow-up ranged from 6 months to 20 years, and the degree of PA difference reported was between 3 and 14 min per day. Only one of the three studies assessing fitness reported a sustained impact, whilst both studies that assessed FMS reported maintenance of effects. Conclusion: It is likely that PA is a sustainable outcome from interventions in children and adolescents, and there is reasonable evidence that interventions of longer than 1 year and interventions that utilize a theoretical model or framework are effective in producing this sustained impact. It would seem probable that FMS are a sustainable outcome in children and adolescents; however, this finding should be viewed with caution given the lack of studies and the risk of bias assessment. More research is needed to assess the sustainability of fitness interventions as this review only included a handful of studies that addressed fitness and only one of these studies found a sustained impact. Verf.-Referat.

Abstract Objectives To test how different developmental pathways of health-related physical fitness and motor competence tests relate to weight status (overweight and obesity) at the end of primary school. Design Longitudinal study on growth, health-related physical fitness, and motor competence of 472 primary school children assessed yearly throughout 1st to 4th grade, with an average age of 6.3 ± 0.7 years of age at 1st grade. Methods Children's pathways of change on each of the fitness and motor competence tests were determined along the four years of the study. Participants were divided into three groups according to their rate of change in each test over time: Low Rate of Change, Average Rate of Change, and High Rate of Change. A logistic regression was used to predict the odds ratio of becoming overweight or obese, depending on the developmental pathway of change in fitness and motor competence across childhood. Results Children with a low or average rate of change in their developmental pathways of fitness and motor competence were several times more prone to become overweight or obese at the end of primary school (OR 2.0 to 6.3), independent of sex and body mass index at baseline. Specifically, a negative developmental pathway (Low Rate of Change) in cardiorespiratory fitness demonstrated over a six-fold elevated risk of being overweight or obese, compared to peers with a positive pathway. Conclusions Not all children improve their motor competence and fitness levels over time and many actually regress over time. Developing positive fitness and motor competence pathways during childhood protects from obesity and overweight.

While research in specific academic disciplines has individually advanced knowledge and practice for promoting multiple aspects of health and well-being in children and adolescents, still missing is an understanding of the interconnectedness of many critical aspects of development and how to intentionally weave these factors to advance a more holistic approach. The need for a more holistic and inclusive approach to child and adolescent development is increasingly evident to promote long-term health and well-being as the overall percentage of children, adolescents, and adults who suffer from mental health disorders is increasing. To address this issue, our authorship team consists of researchers in the areas of developmental psychology, neuroscience, motor development, exercise science, and mental health. The collective ideas outlined in this paper are aligned to address the need to remove disciplinary-specific boundaries and elucidate synergistic linkages across multiple research domains that support holistic development and lifespan health and wellness. We propose a conceptual framework that comprehensively addresses the integration of physical, cognitive, psychological, social, and emotional domains of child and adolescent development. In addition, we also provide a holistic preventative approach that is aligned with a contemporary intervention structure (i.e., Multi-tiered Systems of Support) to promote, from a developmental perspective, positive trajectories of health and well-being across childhood and adolescence.

Background Regular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective. Methods This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). Results Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g  = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. Conclusions This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.