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Fundamental movement skill performance of preschool children in relation to family context

Wouter Cools1, Kristine De Martelaer, Christiane Samaey

  • 1Department of Movement Sciences, Vrije Universiteit Brussel, Pleinlaan 2, Brussels, Belgium. wcools@vub.ac.be

Journal of Sports Sciences
|March 23, 2011
PubMed

Insights

Parental education and father

Area of Science:

  • Child Development
  • Physical Education
  • Public Health

Background:

  • Fundamental movement skill (FMS) development is crucial for lifelong physical activity.
  • Low physical activity levels in preschoolers necessitate understanding FMS development factors.
  • Parental influence is significant in children's socialization and skill acquisition.

Purpose of the Study:

  • To investigate family and neighborhood characteristics influencing preschool children's FMS.
  • To examine parental behaviors and beliefs associated with FMS performance in young children.
  • To identify factors correlating with FMS in 4- to 6-year-old children.

Main Methods:

  • Cross-sectional study involving 846 preschool children aged 4-6 years.
  • Analysis of relationships between children's FMS and various family/neighborhood variables.
  • Assessment of parental education, physical activity, and specific behaviors/beliefs.

Main Results:

  • Positive associations found between FMS and parental education, father's physical activity, cycling to school, and valuing sport-specific activities.
  • Negative associations identified with father-child interaction (TV/reading) and emphasis on winning/performance.
  • Ambiguous associations noted between FMS and parental beliefs, indicating complexity.

Conclusions:

  • Family context, particularly parental education and father's activity, significantly impacts preschool FMS.
  • Promoting active family routines and de-emphasizing performance pressure may enhance FMS.
  • Further research is needed to clarify the complex role of parental beliefs in FMS development.

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