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Attention-Deficit/Hyperactivity Disorder (ADHD) and Developmental Coordination Disorder (DCD) are two prevalent neurodevelopmental disorders among children. Both of these diseases, occurring independently or in combination, can result in significant motor skill deficits. The purpose of this study was to observe the improvement in motor performance and skill acquisition of children with ADHD + DCD in comparison with their peers with ADHD or DCD, through repeated practice in the MTSI game. A total of 139 children (37 ADHD, 33 ADHD + DCD, 34 DCD, 35 TD: Typically Developing) participated in the MTSI (Multi-task Sensorimotor Intervention), which involved five sensorimotor intervention tasks. The change of motor performance scores provided by the MTSI system was assessed with repeated measurements, and the skill acquisition in gross & fine motor skills before and after intervention was analyzed with a mixed-design repeated measures ANOVA with post hoc analysis. All groups of children demonstrated a significant increase in motor performance during repeated practice in MTSI and displayed great improvements in gross and fine motor skills, with ADHD + DCD children benefiting more in the magnitude. Multi-task sensorimotor intervention (MTSI) can effectively improve gross and fine motor skills for children with ADHD or DCD, and particularly for those with ADHD and DCD comorbidity, with tailored, multidimensional intervention strategies.

The objective of this systematic review was to examine the relationship between outdoor time and: (1) physical activity, (2) cardiorespiratory fitness, (3) musculoskeletal fitness, (4) sedentary behaviour; or (5) motor skill development in children aged 3–12 years. We identified 28 relevant studies that were assessed for quality using the GRADE framework. The systematic review revealed overall positive effects of outdoor time on physical activity, sedentary behaviour, and cardiorespiratory fitness, although causality could not be assumed due to a lack of RCTs. Motor skill development was unrelated to outdoor time; however, this relationship was only examined in a single study of preschool children. No studies were found that examined associations between outdoor time and musculoskeletal fitness.

Background The closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children’s motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts). Methods A total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 – 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA’s were used to analyse our data. Results No significant differences in motor skill development over the study period between the lockdown groups and control groups ( p  > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 ( p  = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns. Conclusions The COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children’s motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.

The purpose of this study was to analyze the effects of compensatory training on later-born basketball players, who had less match time compared to their peers, focusing on their physical fitness and skill development. A prospective cohort study compared three groups of male youth basketball players (ages 12-14). One group consisted of later-born players with a high volume of match play in competitive scenarios (lbHPT), while the other two groups had match play below the median of the teams. Among these two groups, one received compensatory training (lbLPTcomp), and the other did not (lbLPTreg). Players were evaluated at three time points: baseline, 3 months, and 6 months. The assessments measured aerobic capacity (using the Yo-Yo intermittent recovery test), 10-meter sprint performance, 5-0-5 change of direction (COD deficit), and performance on the basketball technical test (LSPT). The compensatory training consisted of two weekly sessions in which, after regular training, the later-born players participated in 2v2 or 3v3 small-sided games lasting 15 minutes per session. The results revealed that lbLPTcomp was significantly effective in reducing the differences with lbHPT, as no significant differences were observed between the two cohorts over the 6 months for any of the outcomes (p > 0.05). Additionally, lbLPTcomp performed significantly better than lbLPTreg post-6 months in the LSPT (p = 0.033) and COD deficit (p = 0.003). The lbLPTreg group was also significantly worse than lbHPT in the YYIRT (p = 0.022), LSPT (p = 0.036), and COD deficit (p = 0.005). No significant between-group differences were found in 10-m sprint after 6 months (p = 0.241), though lbHPT and lbLPTcomp improved significantly (both p < 0.001). In conclusion, while compensatory training like twice-weekly small-sided games may help later-born youth athletes with limited playtime, further research is needed before broad implementation.

This study examined relationships between specific types of physical activity (PA) and motor skill development in preschool-aged children. This study was completed using a cross-sectional study design. Data from children 3−5years old (N=342, 51% males) who participated in the 2012 National Youth Fitness Survey were analyzed. PA was measured using a questionnaire by parent report and motor skill development determined by Test of Gross Motor Development-2nd Edition (TGMD-2). Multiple regression analyses were conducted to examine the relationship between PA type and overall Gross Motor Quotient (GMQ) controlling for age, sex, race, and parental socioeconomic status. Commonly reported activities were running (43%), playing outdoor games (35%), and riding a bike (34%). Based on the standard scores, participants’ motor skill development for Locomotor, Object Control, and overall GMQ were considered average. Participation in the following physical activities were positively associated with GMQ: riding a bike (β (SE)=5.27 (2.02), p=0.02), scooter riding (β (SE)=9.83 (2.59), p=0.002), swimming (β (SE)=4.01 (1.17), p=0.004), and jumping on a trampoline (β (SE)=7.45 (3.09), p=0.03). With the exception of riding a bike, the physical activities positively related to GMQ had a reported range of participation between 7–12%. Participation in specific physical activities was related to higher GMQ in preschool-aged children. Also, with the exception of riding a bike, the activities that the children participated in the most were not the same as the activities that were positively related to motor skill development.

(1) Background: This study aimed to examine whether an experimental acrobatics curriculum, conducted three times a week, could lead to greater improvements in specific components of motor fitness—coordination, balance, agility, and speed—compared to the standard physical education program; (2) Methods: The research was conducted over a 16-week period and included 50 seventh-grade students, divided into an experimental group (EG, n = 25) and a control group (CG, n = 25). The experimental group participated in a program of acrobatics and skipping twice a week, while the control group followed the standard physical education curriculum. Motor skills tests were administered before and after the intervention using standardized methods; (3) Results: Results from the ANCOVA analysis showed significant improvements in flexibility, coordination, balance, and agility in the experimental group, with large effect sizes, confirming the effectiveness of the acrobatics and skipping program. However, the impact on speed was variable, indicating the need for specific exercises to improve this ability; (4) Conclusions: The findings are consistent with previous research, highlighting the superiority of specialized acrobatic exercises in enhancing overall motor performance in adolescents. Further research is needed to optimize acrobatics and skipping programs for maximum benefits in the development of motor skills and physical education.

This study examined age-related changes in qualitative paper-cutting performance of typically developing children aged 5 to 10 years. Using the Hands-On! observation tool, we analysed 178 (85 boys; Mage 8.06 years, SD ± 1.58) children’s performance on the DCDDaily paper cutting task. Paper cutting involves several intra-task components, such as grip type and cutting movements, each comprising multiple observable actions that reflect a child’s qualitative performance (e.g., small or large cutting movements). We assessed the differences in the occurrence of these actions within each intra-task component across age groups, along with task duration and mistakes. Our findings revealed significant age-related differences in the qualitative performance of multiple actions within the intra-task components. Three distinct developmental patterns emerged: progression, variability in progression, and stability. Notably, these qualitative differences were observed even when quantitative measures, such as duration and mistakes, showed ceiling effects, highlighting the ability of qualitative assessments to capture nuanced developmental changes. This study provides valuable insights into the development of paper-cutting skills, emphasising the importance of incorporating qualitative analysis into motor skill assessments. Future research should explore the qualitative performance of children with both typical and atypical motor development to further understand the complex interplay of factors influencing fine motor skill performance.

Children’s fine motor skills are linked not only to drawing ability but also to cognitive, social-emotional, self-regulatory, and academic development Suggate et al. Journal of Research in Reading , 41(1) , 1–19 ( 2018 ), Benedetti et al. ( 2014 ), Liew et al. Early Education & Development , 22(4) , 549–573 ( 2011 ), Liew ( 2012 ) and Xie et al. ( 2014 ). Current educators are assessing children’s fine motor skills by either determining their shape drawing correctness Meisels et al. ( 1997 ) or measuring their drawing time duration Kochanska et al. ( 1997 ) and Liew et al. ( 2011 ) through paper-based assessments. However, these methods involve human experts manually analyzing children’s fine motor skills, which can be time consuming and prone to human error or bias Kim et al. ( 2013 ) and Lotz et al. ( 2005 ). With many children using sketch-based applications on mobile devices like smartphones or tablets Anthony et al. ( 2012 ), computer-based fine motor skill assessment has the potential to address limitations of paper-based assessment by using automated measurements. In this work, we introduce a machine learning approach for analyzing aspects of children’s fine motor skill development. We performed a study with 60 young children (aged 3 to 8 years old), and we implemented classifiers that determine children’s age category based on features related to fine motor skill, predominantly for curvature- and corner-based drawing skills, surpassing the performance of our previous work Kim et al. ( 2013 ) and of human evaluators. We also present dedicated discussion and statistical testing of sketch recognition features which will further enhance automated fine motor assessment.

Innovative technologies in physical education have gained prominence in enhancing motor skill development, offering immersive and interactive learning experiences. these technologies, such as virtual reality (VR), augmented reality (AR), and wearable devices, support skill acquisition by providing real-time feedback and personalized practice. Objective: The objective of this systematic review was to examine the impact of technology-enhanced learning tools on motor skill development, identify trends and challenges in their implementation, and provide evidence-based recommendations. Methodology: The review analyzed 54 peer-reviewed studies published between 2020 and 2025. a systematic approach was followed, with inclusion and exclusion criteria ensuring the selection of relevant studies. data synthesis focused on the types of technologies, educational contexts, and motor skill outcomes. Results: The findings revealed that virtual and augmented reality improved spatial awareness and coordination, while wearable devices enhanced self-regulation. However, challenges included high costs, technological disruptions, and insufficient teacher training resources. Discussion: These findings align with existing research demonstrating the effectiveness of technology-enhanced learning tools but also highlight gaps, particularly in longitudinal research and the inclusion of diverse student populations. Conclusions: Technology-enhanced learning tools can substantially enhance motor skill development in physical education when thoughtfully integrated and complemented by traditional instruction, supported by accessible resources and teacher training programs.

Objective: This study aimed to investigate the effect of relative age on gross motor coordination (GMC) development, taking into account biological maturity and sex. Methods: 729 participants aged 10 to 16 years completed three GMC tests newly designed to minimize the potentially confounding effects of physical fitness. The tests included a Hand-Foot coordination test, Dribbling-Targeting test (DT test), and a T balance and agility test (T test). Relative age was determined using birth quartiles: BQ1 (January–March); BQ2 (April–June); BQ3 (July–September); and BQ4 (October–December). Regarding biological maturity, the participants were categorized according to their estimated peak height velocity (pre- and post-PHV). Results: Relative age did not significantly impact the overall GMC score. In contrast, biological maturity emerged as a significant determinant of GMC, with post-PHV participants outperforming their pre-PHV counterparts in the three tests (p < 0.001). The results also showed a significant main effect of sex in the DT and T tests, i.e., in tasks involving dynamic coordination and agility, with boys consistently outperforming girls (p < 0.001). Significant biological maturity × sex interactions in the DT and T tests also indicated an advantage of boys over girls with advancing biological maturity (p < 0.05). Conclusions: these findings highlight the importance of considering biological maturity and sex rather than relative age in GMC development from childhood through adolescence.