@article{HaileFuehnerGranacheretal.2021,
  author    = {Haile, Sarah R. and F{\"u}hner, Thea Heidi and Granacher, Urs and Stocker, Julien and Radtke, Thomas and Kriemler, Susi},
  title     = {Reference values and validation of the 1-minute sit-to-stand test in healthy 5-16-year-old youth},
  series = {BMJ open},
  volume    = {11},
  journal   = {BMJ open},
  number    = {5},
  publisher = {BMJ Publishing Group},
  address   = {London},
  issn      = {2044-6055},
  doi       = {10.1136/bmjopen-2021-049143},
  pages     = {7},
  year      = {2021},
  abstract  = {Objectives: It is essential to have simple, reliable and valid tests to measure children's functional capacity in schools or medical practice. The 1-minute sit-to-stand (STS) test is a quick fitness test requiring little equipment or space that is increasingly used in both healthy populations and those with chronic disease. We aimed to provide age-specific and sex-specific reference values of STS test in healthy children and adolescents and to evaluate its short-term reliability and construct validity. Design setting and participants: Cross-sectional convenience sample from six public schools and one science fair in central Europe. Overall, 587 healthy participants aged 5-16 years were recruited and divided into age groups of 3 years each. Outcomes: 1-minute STS. To evaluate short-term reliability, some children performed the STS test twice. To evaluate construct validity, some children also performed a standing long jump (SLJ) and a maximal incremental exercise test. Results: Data from 547 youth aged 5-16 years were finally included in the analyses. The median number of repetitions in 1 min in males (females) ranged from 55 [95\% CI: 38 to 72] (53 [95\% CI: 35 to 76]) in 14-16-year olds to 59 [95\% CI: 41 to 77] (60 [95\% CI: 38 to 77]) in 8-10-year olds. Children who repeated STS showed a learning effect of on average 4.8 repetitions more than the first test (95\% limits of agreement: -6.7 to 16.4). Moderate correlations were observed between the STS and the SLJ (r=0.48) tests and the maximal exercise test (r=0.43). Conclusions: The reported STS reference values can be used to interpret STS test performance in children and adolescents. The STS appears to have good test- retest reliability, but a learning effect of about 10\%. The association of STS with other measures of physical fitness should be further explored in a larger study and technical standards for its conduct are needed.},
  language  = {en}
}
@misc{WickLeegerAschmannMonnetal.2017,
  author    = {Wick, Kristin and Leeger-Aschmann, Claudia S. and Monn, Nico D. and Radtke, Thomas and Ott, Laura V. and Rebholz, Cornelia E. and Cruz, Sergio and Gerber, Natalie and Schmutz, Einat A. and Puder, Jardena J. and Munsch, Simone and Kakebeeke, Tanja H. and Jenni, Oskar G. and Granacher, Urs and Kriemler, Susi},
  title     = {Interventions to promote fundamental movement skills in childcare and kindergarten},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {702},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43546},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-435463},
  pages     = {26},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}
@misc{WickLeegerAschmannMonnetal.2017,
  author    = {Wick, Kristin and Leeger-Aschmann, Claudia S. and Monn, Nico D. and Radtke, Thomas and Ott, Laura V. and Rebholz, Cornelia E. and Cruz, Sergio and Gerber, Natalie and Schmutz, Einat A. and Puder, Jardena J. and Munsch, Simone and Kakebeeke, Tanja H. and Jenni, Oskar G. and Granacher, Urs and Kriemler, Susi},
  title     = {Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis},
  series = {Sports medicine},
  volume    = {47},
  journal   = {Sports medicine},
  publisher = {Springer},
  address   = {Northcote},
  issn      = {0112-1642},
  doi       = {10.1007/s40279-017-0723-1},
  pages     = {2045 -- 2068},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}