Object control skills; perceived object control skills
Intervention children played exergaming (Wii), while control children have no treatment
1 hour per week for 6 weeks
Object control improved overtime, but there was no significant group difference; notably, intervention children found exergaming sessions were more enjoyable
Intervention children participated in a purpose-built exergame, while control children participated a commercial exergame
3-minute high intensity gameplay each day, 5 days a week, for 8 weeks
Intervention children showed significant improvement for each locomotor skill (run, hop, skip, and slide), while the control group intervention had significant improvement in only one locomotor skill (the slide)
FMS competence, perceptions of physical and movement skill competence, teacher support, and enjoyment FMS was measured by TGMD-3 The athletic competence subscale of the Self-Perception Profile for Children (SPPC–6 items) was used to assess children’ subjective evaluation of their athletic ability
Intervention children received an assessment-based teacher-led FMS intervention, while control children remain in their usual PE lessons
A total of 550 minutes, for a period of 13 weeks
Significant intervention effects were found for locomotor skills and perceived teacher support. However, there was a group-by-time effect for perceived physical competence in favour of the control group
FMS competence and MVPA FMS was measured by TGMD-2 MVPA was measured by accelerometers
Intervention children participated in FMS-based need supportive afterschool program, while control children participated in a regular unsupervised afterschool program
60 min per session, 3 times per week, for 8 weeks
Intervention children had significant improvement in FMS competence and MVPA compared to control children; there was no gender difference regarding the FMS competence and MVPA
MVPA, cardiovascular fitness, FMS competence, perceived sport competence MVPA was measured by accelerometer FMS competence was measured by TGMD-2 Perceived sport competence was assessed using the perceived competence sub-scale from Harter’s Self-Perception Profile
Intervention children participated in a multicomponent PA and FMS intervention, while control children remained in their usual PE and school program
12 months
Changes in MVPA were associated with changes in object control skills, overall FMSs, and perceived competence Overall FMSs had a significant mediating effect on MVPA. In addition, overall FMSs and locomotor skills had a significant mediating effect on cardiovascular fitness
PA and motor competence PA was measured by accelerometer Motor competence was measured by KTK (Körperkoordinations für Kinder) and throwing and catching a ball (TCB) protocols
Parents in the intervention group families received a tailored counseling to increase children’s PA, while control group families did not receive any counseling
One-year intervention
The results showed significant decrease of MVPA in the intervention group when compared to the control group (). The TCB showed a nearly significant improvement at six months in the intervention group compared to the controls (), but not at 12 months. The intervention group had a steadier development of the KTK when the interaction of season was taken into account
Childcare center children with mean age 3.3 years;
Cluster RCT Childcare center
Motor skills BMI, PA, and quality of life Motor skill measures were adapted from the Zurich Neuromotor Assessment (ZNA) test PA was measured by accelerometer Quality of life of the participating children was assessed using the parent report for children of PedsQL 4.0
The intervention included training of the educators, adaptation of the childcare built environment, parental involvement, and daily physical activity, while the control group had no treatment
9 months
There was no significant improvement in motor skills compared to the control group; notably, not all childcare centers implemented all the intervention components
Object control skills The object control skills were measured by TGMD-2
Two intervention groups: (1) exergame-based training program and (2) traditional training program The control group did not receive any treatment
8 weeks; 2 times per week; 30 minutes per session
Significant improvement in object control skills in both intervention groups, but not in the control group. There was no significant difference regarding the improvements between two intervention groups
Object control skills and competence Object control skills were measured by TGMD-3; perceived object control skill was measured by the Pictorial Scale of Perceived Competence for Young Children
Intervention children received weekly exergaming intervention, while control group children did not receive any treatment
6 weeks; 50 min per week
No significant differences between the control and intervention groups were observed for both outcomes
FMS proficiency, PA, self-perceived competence FMS was measured by TGMD-2, PA was measured by accelerometer (GT3X+), and self-perceived competence was measured by Physical Self-Descriptive Questionnaire (PSDQ)
The experimental group received a training program focusing on the practice of five specific FMS skills (running, jumping, catching, kicking, and throwing) Control group children received regular PE lessons
8 weeks; 40 minutes per week
FMS training resulted in significantly improved FMS proficiency and increased PA and enjoyment of activity participation in children
FMS, PA, inhibition, and math fluency FMS was measured by TGMD-2, PA was measured by accelerometer, inhibition was measured by Flanker Test, and math fluency was measured by One Minute Basic Facts Test
Intervention children received outdoor PA session, while control group had no treatment
10 weeks; one hour per week
Active play sessions were shorter than planned on average by 10 min, and participants spent a mean of 39.4% (14.2) of the session time in MVPA. There was preliminary evidence of a small intervention effect on MVPA (), FMS score, inhibition, and math fluency
The intervention constituted three PA elements: PA educational lessons, PA breaks, and PA homework, adding 165 minutes of PA to the mandatory 135 minutes of PA and physical education
7 months
There was no effect of the intervention on executive functions in the intention-to-treat analyses. Per protocol analyses revealed small effects of the intervention on the composite score of executive functions, cognitive flexibility, and motor skills
RCT with 6- and 12-month follow-up Community-based
FMS, perceived athletic competence, PA, screen behaviors FMS was measured by TGMD-2, perceived competence was measured by Self-Perception Profile for Children, PA was measured by accelerometer, and screen behaviors were measured by the Children’s Leisure Activities Study Survey
Children were randomly assigned to three groups: (1) a child-centered physical activity skill development program (Activity), (2) a parent-centered dietary modification program (Diet), and (3) a combination of both programs (Activity+Diet)
6 months; 10 2 h weekly group sessions (~90 min of physical activity per session) and weekly “home challenge” activities
The findings indicated that the PA and PA+Diet groups had significant improvements in FMS
Female rhythmic gymnasts, aged between 10 to 13 years,
RCT Field-based
Squat jump test, counter movement jump test, hopping test, flexibility of the hip
Participants were randomly assigned to the unspecific resistance training group or specific resistance training group
6 weeks 2 days per week (nonconsecutive days)
The main result was that both unspecific resistance training and specific resistance training protocols positively affected the jumping performance, with an increase of the lower limb explosive strength of 6-7%, with no side effects No significant differences were detected among groups for flexibility, body mass, calf, and thigh circumferences
BMI, PA, screen behaviors, PA enjoyment, FMS PA was measured by accelerometers, screening behaviors were assessed by the self-reported screen behaviors questionnaire, and FMS was measured by TGMD
Children were randomized by class to one of the four conditions: a behavioral modification group (BM); a fundamental movement skill group (FMS); a combined BM/FMS group (BM/FMS); and a control (usual curriculum) group
One school year Each of the intervention conditions consisted of 19 lessons (40–50 minutes each)
There was a significant intervention effect from baseline to post intervention on age- and sex-adjusted BMI in the BM/FMS group compared with controls, which was maintained at 6- and 12-month follow-up periods. Compared with controls, FMS group children recorded higher levels and greater enjoyment of PA
Intervention children participated in a iDance exergaming program, two control groups were used: (1) a physical education (PE) class geared toward agility, balance, and coordination (ABC) improvement and (2) a typical PE curriculum class
6 weeks; 34 min per day; 4-5 days per week
Exergaming students improved their postural stability significantly over a 6-week period compared to those in the typical PE class
Gross motor skills were assessed using the Körperkoordinations für Kinder test Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), was used to include a measure for ball skills
Intervention children participated
Intervention groups received aerobic or cognitively engaging exercise (14 weeks, four lessons per week). Control groups followed their regular physical education program
No main effects of the aerobic intervention and the cognitively engaging intervention on cardiorespiratory fitness and motor skills in primary school children in grades three and four
