Related Experiment Video
Updated: Oct 15, 2025
Measurements of Motor Function and Other Clinical Outcome Parameters in Ambulant Children with Duchenne Muscular Dystrophy
Published on: January 12, 2019
Effect of a Fundamental Motor Skills Intervention on Fundamental Motor Skill and Physical Activity in a Preschool
Alexander Engel1,2, Carolyn Broderick2,3, Nancy van Doorn2,3
1University of Canberra.
Insights
A 12-week program improved fundamental motor skills (FMS) in preschoolers. Physical activity (PA) increased in girls, but gains were not sustained without continued practice.
Area of Science:
- Child development
- Motor learning
- Physical education
Background:
- Fundamental motor skills (FMS) are crucial for children's physical and cognitive development.
- Early childhood is a critical period for developing FMS and healthy physical activity (PA) habits.
- Intervention programs can potentially enhance FMS and PA in preschool-aged children.
Purpose of the Study:
- To evaluate the impact of a 12-week fundamental motor skill (FMS) program on FMS and physical activity (PA) in preschool children.
- To assess the short-term and medium-term effects of the intervention.
Main Methods:
- A cluster randomized controlled trial involving 50 preschool children across 4 childcare centers.
- The intervention group participated in the 12-week PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers (PLAYFun) Program, a games-based curriculum.
- The control group received the standard preschool curriculum. FMS and PA were assessed at baseline, 12 weeks, and 24 weeks.
Main Results:
- Children in the PLAYFun program showed significant improvements in object control and total FMS competence at 12 weeks compared to controls.
- Girls in the PLAYFun group demonstrated a significant increase in moderate to vigorous physical activity (PA) post-intervention.
- These improvements in FMS and PA were not maintained at the 24-week follow-up (12 weeks post-intervention).
Conclusions:
- The PLAYFun Program effectively enhances FMS competence in both boys and girls and increases PA in girls.
- Sustained improvements in FMS and PA require continued opportunities for practice beyond the intervention period.
- This highlights the importance of ongoing engagement in motor skill development and physical activity for long-term benefits.
Purpose:
To determine the effect of a 12-week fundamental motor skill (FMS) program on FMS and physical activity (PA) on preschool-aged children.
Method:
A cluster randomized controlled trial. The intervention (PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers [PLAYFun] Program) was a 12-week games-based program, delivered directly to the children in childcare centers by exercise physiologists. Children in the control arm received the usual preschool curriculum. Outcomes included FMS competence (Test of Gross Motor Development-2) and PA (accelerometer) assessed at baseline, 12 weeks, and 24 weeks (12-wk postintervention).
Results:
Fifty children (mean age = 4.0 [0.6] y; 54% male) were recruited from 4 childcare centers. Two centers were randomized to PLAYFun and 2 centers were randomized to the waitlist control group. Children attended on average 2.0 (1.0) 40-minute sessions per week. The PLAYFun participants demonstrated significant increases in object control (P < .001) and total FMS (P = .010) competence at week 12, compared with controls in a group × time interaction. Girls, but not boys, in PLAYFun significantly increased moderate to vigorous PA after the intervention (P = .004). These increases were not maintained 12-week postcompletion of PLAYFun.
Conclusions:
The PLAYFun Program is effective at improving FMS competence in boys and girls and increasing PA in girls. However, improvements are not maintained when opportunities to practice are not sustained.
