Can Fundamental Movement Skill Mastery Be Increased via a Six Week Physical Activity Intervention to Have Positive Effects on Physical Activity and Physical Self-Perception?

BACKGROUND

Previous research has suggested a positive relationship between fundamental movement skills (FMS) mastery and physical activity (PA) level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed.

METHODS

An intervention group of 82 children (35 boys and 47 girls) and a control group of 83 children (42 boys and 41 girls) were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years) of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI); and the completion of Harter 's (1982) self-perception questionnaire.

RESULTS

Following a two (pre to post) by two (intervention and control group) mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception.

CONCLUSIONS

It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study.