TY  - GEN
A1  - Wick, Kristin
A1  - Leeger-Aschmann, Claudia S.
A1  - Monn, Nico D.
A1  - Radtke, Thomas
A1  - Ott, Laura V.
A1  - Rebholz, Cornelia E.
A1  - Cruz, Sergio
A1  - Gerber, Natalie
A1  - Schmutz, Einat A.
A1  - Puder, Jardena J.
A1  - Munsch, Simone
A1  - Kakebeeke, Tanja H.
A1  - Jenni, Oskar G.
A1  - Granacher, Urs
A1  - Kriemler, Susi
T1  - Interventions to promote fundamental movement skills in childcare and kindergarten
BT  - a systematic review and meta-analysis
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Background 
Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills.

Objective 
The objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children.

Method 
Searches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2-6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project-Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMDbetween) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System).

Results 
Thirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3-5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMDbetween 0.46), OCS (SMDbetween 1.36), and LMS (SMDbetween 0.94). Our certainty in the treatment estimates based on GRADE is very low.

Conclusions 
Although there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 702 
KW  - motor skill
KW  - high effect size
KW  - fundamental movement skill
KW  - motivational climate
KW  - locomotor skill
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-435463
SN  - 1866-8364
IS  - 702
ER  -