.Assessment 3: (Project) an Early Years movement curriculum plan and a specific movement activity idea. Hide Folder Information Turnitin® This assignment will be submitted to Turnitin®. Instructions...

.Assessment 3: (Project) an Early Years movement curriculum plan and a specific movement activity idea.

Hide Folder Information
Turnitin®
This assignment will be submitted to Turnitin®.
Instructions
Assessment 3:Partner or individualpresentation using Powerpoint, to be presented in class (via ZOOM). Students are to create an Early Years movementcurriculum planfor a four week periodand one detailedspecific movement activityidea. Choose an age group to plan for (infantsortoddlersorpre-schoolers). Include in your PowerPoint presentation: A: Overallmovement curriculum plan, plan experiences for a four week period for your chosen age group. Present this in a clear and professional manner, suitable for being shared with parents, displayed in the room etc. Include links to the VEYLDF. B: Specificsession plan,use a planning template of your choice (or provided by the lecturer) to plan one specific movement experience in detail. See therubricfor more information on this assessment task.

Preschool children's fundamental motor skills: a review of significant determinants Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=gecd20 Early Child Development and Care ISSN: 0300-4430 (Print) 1476-8275 (Online) Journal homepage: https://www.tandfonline.com/loi/gecd20 Preschool children's fundamental motor skills: a review of significant determinants S. Iivonen & A.K. Sääkslahti To cite this article: S. Iivonen & A.K. Sääkslahti (2014) Preschool children's fundamental motor skills: a review of significant determinants, Early Child Development and Care, 184:7, 1107-1126, DOI: 10.1080/03004430.2013.837897 To link to this article: https://doi.org/10.1080/03004430.2013.837897 View supplementary material Published online: 17 Sep 2013. Submit your article to this journal Article views: 3819 View related articles View Crossmark data Citing articles: 33 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=gecd20 https://www.tandfonline.com/loi/gecd20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/03004430.2013.837897 https://doi.org/10.1080/03004430.2013.837897 https://www.tandfonline.com/doi/suppl/10.1080/03004430.2013.837897 https://www.tandfonline.com/doi/suppl/10.1080/03004430.2013.837897 https://www.tandfonline.com/action/authorSubmission?journalCode=gecd20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=gecd20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/03004430.2013.837897 https://www.tandfonline.com/doi/mlt/10.1080/03004430.2013.837897 http://crossmark.crossref.org/dialog/?doi=10.1080/03004430.2013.837897&domain=pdf&date_stamp=2013-09-17 http://crossmark.crossref.org/dialog/?doi=10.1080/03004430.2013.837897&domain=pdf&date_stamp=2013-09-17 https://www.tandfonline.com/doi/citedby/10.1080/03004430.2013.837897#tabModule https://www.tandfonline.com/doi/citedby/10.1080/03004430.2013.837897#tabModule Preschool children’s fundamental motor skills: a review of significant determinants S. Iivonen* and A.K. Sääkslahti Faculty of Sport and Health Sciences, Department of Sport Sciences, University of Jyväskylä, Rautpohjankatu, Finland (Received 16 July 2013; final version received 21 August 2013) Fundamental motor skills (FMS) affect children’s physical, social, and cognitive development. To plan successful interventions when promoting the development of children’s FMS, the underlying positive determinants for the acquisition of FMS competence during preschool years need to be identified. The purpose of this systematic review was to identify positive determinants of FMS such as stability, locomotor, and manipulative movements in children between the ages of three and six. Five electronic databases (ERIC, PsycINFO, MEDLINE, SPORTDiscus, and Physical Education Index) were used for the systematic search and in our final analysis there were 29 articles. Four categories of determinants were identified: (1) individual characteristics (gender, ethnicity, age, physical activity, physical fitness, and playfulness), (2) education-related (programmes promoting physical activity and motor skill, attendance of physical education lessons, practice schedules), (3) social environments (parent- and family-related variables, older siblings, and sport club participation), and (4) physical environment (population density, size of preschool area, clothing). Age, gender, physical activity, and preschool-based programmes were positive determinants of FMS in preschool-aged children. Keywords: fundamental motor skills; preschool children; positive determinants; review Introduction It has been established that fundamental motor skills (FMS) affect children’s physical, social, and cognitive development. These skills have also been associated with adopting a physically active lifestyle (Stodden et al., 2008). FMS may be viewed as correlates of physical activity (Cliff, Okely, Smith, & McKeen, 2009; Fisher et al., 2005; Williams et al., 2008) or adequate physical activity may be viewed as providing a basis for devel- oping motor skills (Bürgi et al., 2011). Young children are involved in the process of developing FMS in a variety of stab- ility (i.e. gaining control over musculature in opposition to gravity), locomotor (i.e. moving through space), and manipulative (i.e. making controlled contact with objects in one’s environment) movements. Stability movements consist of static and dynamic balance skills such as standing on one foot and walking on a straight line. Locomotor movements refer to skills such as running and hopping, and manipulative movements include skills such as throwing and kicking (Gallahue, Ozmun, & Goodway, 2011.) FMS develop nonlinearly and discontinuously in a highly individual © 2013 Taylor & Francis *Corresponding author. E-mail: susanna.iivonen@jyu.fi Early Child Development and Care, 2014 Vol. 184, No. 7, 1107–1126, http://dx.doi.org/10.1080/03004430.2013.837897 mailto:susanna.iivonen@jyu.fi manner (Kugler, Kelso, & Turvey, 1982; Newell, 1986). The developmental change in a child’s motor skills is influenced by many critical determinants, which may be classi- fied into the subsystems of requirements of the movement task (e.g. an obstacle’s height or the size of a goal), the biology of the child (e.g. sex and heredity), and the environ- ment (e.g. outdoor geography, educators’ prompts to skill practicing, or socioeconomic background). These subsystems individually and mutually either encourage or discou- rage skill acquisition (Gallahue et al., 2011; Newell, 1986). Preschool years are a critical period in terms of developing FMS. Therefore, it is eligible that early childhood education guidelines highlight that development and the promotion of motor skills should be an integral part of education programmes (Austra- lian Government. Department of Health and Aging, 2011; Ministry of Social Affairs and Health, 2005). Although children may acquire rudimentary motor skills naturally through maturational processes (Malina, Bouchard, & Bar-Or, 2004), mature forms of the skills may only be achieved in a developmentally appropriate environment that provides encouragement, opportunities for skill-specific practice as well as inspir- ing and challenging physical environments to incorporate skills into different contexts (Gagen & Getchell, 2006; Gallahue & Cleland-Donnelly, 2003). In terms of promoting children’s FMS development, educators should be aware of each child and his or her unique characteristics within a physical and social environment performing a task with specific goals, equipment, etc. (Gagen & Getchell, 2006). Despite knowing that FMS play a crucial role in children’s health and development, studies have indicated a secular decline in some of children’s motor skills (Roth et al., 2010). Studies have also shown that children lack sufficient motor skills to maintain a favourable health (Castetbon, 2012). These alarming trends may reflect a change in chil- dren’s behaviour activity in recent decades (Roth et al., 2010), and may reflect sedentary lifestyle (Hinkley, 2010) as well as low levels of physical activity (Trost, 2003). The rationale for the promotion of FMS development in preschool children relies on the scientific evidence of the public health (Lubans, Morgan, Cliff, Barnett, & Okely, 2010) and psychosocial (Bart, Hajami, & Bar-Haim, 2007) benefits related to the acqui- sition of motor skills. Recent studies have consistently reported the associations of child- hood FMS with childhood or adolescent physical activity, cardiorespiratory fitness, and lower bodyweight (Lubans et al., 2010; Timmons et al., 2012). Further, there is evidence that childhood FMS relate to academic outcomes in later life, with children that have greater motor skill competency being more likely to adjust normal schooling (Bart et al., 2007). However, despite these multifaceted benefits associated with childhood FMS proficiency, the underlying positive determinants for the acquisition of FMS com- petence during preschool years have been less systematically evaluated. This would be critical in terms of identifying the determinants that should be paid attention towhen pro- moting children’s motor skill competence. The purpose of this systematic review was to identify potential positive determinants of FMS in preschool-aged (3–6) children and classify the determinants based on educational purposes. Methods Identification of studies and criteria for inclusion/exclusion In September 2012 we conducted a systematic search of the literature to identify deter- minants that were associated with FMS in preschool children. The papers we reviewed were sourced from the following databases: ERIC (ProQuest), PsycINFO (1806– 1108 S. Iivonen and A.K. Sääkslahti current [Ovid]), MEDLINE (Ovid), SPORTDiscus with Full Text (EBSCO), and Phys- ical Education Index (ProQuest). In addition, the most influential papers examining pre- school children’s FMS from the authors’ personal libraries were identified. As Table 1 shows, we used a combination of search terms for preschool children and for FMS in the search strategy. Some of the search terms were followed by an aster- isk, which meant that also the plural forms of certain words were searched for. If poss- ible, related terms within the databases were searched for as well. We based the search on inclusion and exclusion criteria. We included studies if they (1) assessed the outcome (product-oriented assessment) or technique (process-oriented assessment) of at least one gross motor stability, locomotor or manipulative skill, or overall gross motor coordination based on the FMS classification defined by Gallahue et al. (2011); (2) focused on an age range or mean age of the children from three to six years, or a wider age range that described the results for three- to six-year-old children separately; (3) assessed quantitatively a potential determinant of FMS (i.e. individual or environmental related); (4) analysed quantitatively the relationship between potential determinant and FMS; (5) had been published between 1 January 2000 and 30 August 2012 in an English-language peer reviewed journal; and (6) addressed typically developing, healthy children, that is, groups other than clinical or special populations. In the first stage of research, the authors (S.I. and A.S.) independently checked the titles of the identified articles to arrive at the first selection of abstracts. In the second stage of research, the authors independently screened the remaining documents’ abstracts and considered them for detailed full-text assessment. At this stage the follow- ing exclusion criteria were applied: (1) validity or reliability study; (2) focus on non- typically developed children/special population (e.g. obese children, low-income families); (3) focus on fine-motor skills (e.g. manual dexterity), perceptual-motor skills (e.g. eye-hand coordination), fitness constructs (such as strength and speed), or biomechanical determinants (e.g. joint motion or movement velocity) of motor skills; and (4) reviews. At the third stage of research the authors independently assessed the full-text articles for possible inclusion. To be included in the review, the full-text articles had to satisfy the following criteria: (1) participant eligibility; (2) description of the sources of measurements, their implementation, and acceptability of reliability for the specific age group; (3) reportage of the number of three- to six-year-old partici- pants completing each of the gross motor skill measures; (4) description of the statisti- cal methodology and calculations used for analysing the relationships between FMS and potential determinants; and (5) at least one statistically significant positive Table 1. Search terms used in the search strategy. Preschool children FMS Young children or Motor skilla or Preschool children or Object manipulation or Infanta or Perceptual motor coordination or Toddlera or Psychomotor skilla or Kindergarten or Coordination or Kindergarten children or Motor abilitya or Preschoolera or Perceptual motor learning or Child care or Motor performance or Child care centrea Movement skilla aTruncation symbol used to search databases for plural words. Early Child Development and Care 1109 relationship between the determinant variable and FMS outcome found. As this review focused on the FMS classification defined in the literature by Gallahue et al. (2011) and Gallahue and Cleland-Donnelly (2003), the articles that examined the divergent move- ment ability of individuals were also included. Divergent movement refers to the aspects of motor creativity, that is, motor fluency and motor flexibility when performing gross motor tasks. Motor fluency refers to a number of different movement