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06.04.2017 | Systematic Review | Ausgabe 10/2017 Open Access

Sports Medicine 10/2017

Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis

Zeitschrift:
Sports Medicine > Ausgabe 10/2017
Autoren:
Kristin Wick, Claudia S. Leeger-Aschmann, Nico D. Monn, Thomas Radtke, Laura V. Ott, Cornelia E. Rebholz, Sergio Cruz, Natalie Gerber, Einat A. Schmutz, Jardena J. Puder, Simone Munsch, Tanja H. Kakebeeke, Oskar G. Jenni, Urs Granacher, Susi Kriemler
Wichtige Hinweise

Electronic supplementary material

The online version of this article (doi:10.​1007/​s40279-017-0723-1) contains supplementary material, which is available to authorized users.
Kristin Wick and Claudia S. Leeger-Aschmann are the co-first authors and Urs Granacher and Susi Kriemler are the co-last authors.

Abstract

Background

Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills.

Objective

The objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children.

Method

Searches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2–6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project—Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMDbetween) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System).

Results

Thirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3–5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMDbetween 0.46), OCS (SMDbetween 1.36), and LMS (SMDbetween 0.94). Our certainty in the treatment estimates based on GRADE is very low.

Conclusions

Although there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up.

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