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Effects of structured and unstructured interventions on fundamental motor skills in preschool children: a
Delong Chen1, Guanggao Zhao1, Jinmei Fu2
1School of Physical Education, Nanchang University, Nanchang, China.
Insights
Structured interventions significantly improve fundamental motor skills (FMS) in preschool children, particularly locomotor skills. Long-term structured programs show the greatest benefits for developing FMS in young children.
Area of Science:
- Pediatric physical therapy
- Child development
- Motor learning
Background:
- Fundamental motor skills (FMS) are crucial for preschool children's physical health.
- Previous research focused on older children, leaving a gap in understanding FMS interventions for preschoolers.
- This study addresses the need for evidence on FMS interventions in early childhood.
Approach:
- A comprehensive meta-analysis of studies from PubMed, Web of Science, and Google Scholar (up to November 2023).
- Included 23 studies with 4,068 preschool-aged children examining structured and unstructured interventions.
- Assessed risk of bias using the Downs and Black Checklist and employed a random effects model.
Key Points:
- Both structured and unstructured interventions significantly improved FMS compared to controls (p < 0.05).
- Structured interventions demonstrated superior effects on locomotor skills (LMSs) (g = 0.44, p = 0.04).
- Longer intervention durations yielded more substantial improvements in FMS (g = 1.29, p < 0.001).
Conclusions:
- Structured interventions are vital for enhancing FMS in young children, especially LMSs.
- Consistent, repeated practice within structured programs is key to achieving proficiency.
- The findings highlight the importance of program duration for maximizing FMS development.
Background:
It has been suggested that higher levels of fundamental motor skills (FMS) promote the physical health of preschool-aged children. The impacts of structured and unstructured interventions on FMS in children aged 10-16 years have been widely acknowledged in previous studies. However, there is a lack of relevant studies in preschool-aged children.
Objective:
This meta-analysis aimed to compare the effects of structured and unstructured interventions on FMS in preschool-aged children.
Methods:
The PubMed, Web of Science, and Google Scholar databases were searched from inception to 1 November 2023 to identify experiments describing structured and unstructured interventions for FMS in preschool-aged children. The Downs and Black Checklist was used to assess the risk of bias. A random effects model was used for the meta-analysis to evaluate the pooled effects of interventions on FMS. Subgroup analyses based on the duration and characteristics of the intervention were conducted to identify sources of heterogeneity.
Results:
A total of 23 studies with 4,068 participants were included. There were 12 studies examining structured interventions, 9 studies examining unstructured interventions, and 6 studies comparing structured vs. unstructured interventions. The risk of bias in the included studies was generally low. All interventions significantly improved FMS in preschool-aged children compared to control treatments (p < 0.05). Structured interventions had more significant effects on locomotor skills (LMSs) in preschool-aged children than unstructured interventions (Hedges' g = 0.44, p = 0.04). The effects of structured interventions were strongly influenced by the total intervention duration, such that long-term interventions were more effective (Hedge's g = 1.29, p < 0.001).
Conclusion:
Structured interventions play a crucial role in enhancing FMS among young children, especially when considering LMSs. These interventions require consistent and repeated practice over time to reach proficiency.
Systematic Review Registration:
PROSPERO, identifier number CRD42023475088, https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023475088.
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