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Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years
Clare M P Roscoe1, Nicola Taylor1, Natalie Weir1
1Clinical Exercise Rehabilitation Research Centre, School of Sport and Exercise Science, University of Derby, Derby DE22 1GB, UK.
Insights
A targeted Early Years Fundamental Motor Skills (FMS) intervention significantly improved FMS competencies in 80% of 4-5-year-old children. The 18-week program emphasized consistent staffing and standardized activities delivered by specialist physical education (PE) providers.
Area of Science:
- Pediatric motor development
- Physical education
- Early childhood education
Background:
- Fundamental Motor Skills (FMS) are crucial for children's development.
- Concerns exist regarding current FMS levels in young children, necessitating targeted interventions.
- Early intervention is key to addressing motor skill deficits.
Purpose of the Study:
- To evaluate the effectiveness of a specialized Early Years FMS intervention for 4-5-year-old children.
- To determine if a physical education (PE) provider-led program can enhance FMS competencies.
- To assess the impact of the intervention across multiple school sites.
Main Methods:
- An 18-week intervention program was implemented with 219 children in 15 UK schools.
- A standardized activity program was used to develop locomotor, object control, and stability skills.
- Skills were assessed at baseline, mid-point, and post-intervention using a standardized rating scale (green, amber, red).
Main Results:
- 80% of participants demonstrated statistically significant improvements in FMS competencies by week 18.
- Key factors contributing to success included consistent staffing and a standardized curriculum.
- Specialist PE staff utilized varied pedagogical approaches to deliver the program.
Conclusions:
- The Early Years FMS intervention proved effective in enhancing motor skills in young children.
- The study highlights the importance of specialist delivery and program standardization for successful implementation.
- Findings offer valuable insights for improving FMS in early childhood settings.
Abstract:
Fundamental motor skills (FMS) are the cornerstone of a child's motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) provider, improved the FMS of 4-5-year-old children across multiple sites.
Methods:
The Early Years FMS intervention ran for 18 weeks, 1 h/week, using a standardised programme of activities to develop FMS competencies across 219 children from 15 schools in the Midlands, UK. An adapted assessment was employed as a measure of FMS, assessing locomotor, object control, and stability skills at weeks 1, 9, and 18. The FMS were each rated as green = competent, amber = working towards, or red = not meeting the standards of the skill. A description of key programme implementation characteristics was described.
Findings:
Statistically significant increases in FMS competencies were achieved for 80% of participants at 18 weeks. Key implementation characteristics for the intervention included consistent staffing, a standardised programme, and a variety of pedagogical approaches delivered by specialist PE staff.
Conclusion:
This evaluation provided important insights into the effectiveness and implementation of the Early Years FMS intervention to improve FMS competencies in children aged 4-5 years.
