Examining The Role of Structured Physical Education in Developing Motor Skills Among Young Children

References

[1] Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Martínez-Hortelano, J. A., & Martinez-Vizcaino, V. (2017). The effect of physical activity interventions on children’s cognition and metacognition: A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(9), 729-738.

[2] Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2010). Childhood motor skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent Health, 46(4), 352-360.

[3] Barnett, L., Cliff, K., Morgan, P., & van Beurden, E. (2013). Adolescents’ perception of the relationship between movement skills, physical activity and sport. European Physical Education Review, 19(2), 271-285.

[4] Block, M. E. (2007). A teacher's guide to including students with disabilities in general physical education. Brookes Publishing.

[5] Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). Developmental trajectories of early motor competence in relation to engagement in physical activity. Journal of Sport and Exercise Psychology, 39(2), 99-111.

[6] Derri, V., Vasiliadou, O., & Kioumourtzoglou, E. (2001). The effect of a physical education program on the motor proficiency of preschool children. Journal of Early Childhood Research, 8(3), 299-315.

[7] Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., & Paton, J. Y. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37(4), 684-688.

[8] Goodway, J. D., Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74(1), 36-46.

[9] Goodway, J. D., Crowe, H., & Ward, P. (2003). Effects of motor skill instruction on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74(4), 317-327.

[10] Haibach, P., Reid, G., & Collier, D. H. (2011). Motor learning and development. Human Kinetics.

[11] Hall, N., McDonald, G. K., Hay, J., Defries, D., & Pryce, R. (2016). Effect of activity type on youth physical activity during structured activity sessions. Health Behavior and Policy Review, 3(6), 546-556.

[12] Hardman, K. (2010). World-wide survey of school physical education: Final report 2010. UNESCO.

[13] Hardy, L. L., Reinten-Reynolds, T., Espinel, P., Zask, A., & Okely, A. D. (2013). Prevalence and correlates of low fundamental movement skill competency in children. Pediatrics, 130(2), e390-e398.

[14] Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.

[15] Holfelder, B., & Schott, N. (2014). Relationship of fundamental movement skills and physical activity in children and adolescents: A systematic review. Psychology of Sport and Exercise, 15(4), 382-391.

[16] Jones, R. A., Riethmuller, A., Hesketh, K., Trezise, J., Batterham, M., & Okely, A. D. (2011). Promoting fundamental movement skill development and physical activity in early childhood settings: A cluster randomized controlled trial. Pediatric Exercise Science, 23(4), 600-615.

[17] Logan, S. W., Robinson, L. E., Wilson, A. E., & Lucas, W. A. (2012). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305-315.

[18] Lopes, V. P., Rodrigues, L. P., Maia, J. A., & Malina, R. M. (2011). Motor coordination as predictor of physical activity in childhood. Scandinavian journal of medicine & science in sports, 21(5), 663-669.

[19] Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12), 1019-1035.

[20] Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviors that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257-285.

[21] Morgan, P. J., Barnett, L. M., Cliff, D. P., Okely, A. D., & Lubans, D. R. (2013). Fundamental movement skill interventions in youth: A systematic review and meta-analysis. Pediatrics, 132(5), e1361-e1383.

[22] Okely, A. D., Booth, M. L., & Patterson, J. W. (2001). Relationship of physical activity to fundamental movement skills among adolescents. Medicine & Science in Sports & Exercise, 33(11), 1899-1904.

[23] Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.

[24] Robinson, L. E., Logan, S. W., & Getchell, N. (2012). The relationship between motor competence and physical activity: A meta-analysis. Research Quarterly for Exercise and Sport, 83(4), 482-490.

[25] Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D'Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273-1284.

[26] Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290-306.

[27] Ulrich, D. A. (2000). Test of Gross Motor Development (2nd ed.). Pro-Ed.

[28] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

[29] Van Capelle, A., Broderick, C. R., van Doorn, N., Ward, R. E., & Parmenter, B. J. (2017). Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. Journal of science and medicine in sport, 20(7), 658-666.

[30] Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed research international, 2017(1), 2760716.

@article{1700886,
      author = {D. M. Yenagi},
      title = {Examining The Role of Structured Physical Education in Developing Motor Skills Among Young Children},
      journal = {Iconic Research And Engineering Journals},
      year = {2019},
      volume = {2},
      number = {7},
      pages = {143-157},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1700886.pdf},
      abstract = {The research article explores the conceptual framework of structured physical education (PE) as a vital mechanism in the development of fundamental motor skills (FMS) during early childhood, arguing that structured PE programs, characterized by organized, developmentally appropriate, and skill-based physical activities, provide essential opportunities for young children to acquire, refine, and enhance basic motor skills such as running, jumping, throwing, and catching, which are crucial not only for physical health but also for cognitive and socio-emotional development; the paper theoretically examines various educational models and pedagogical approaches that have been employed in early childhood PE settings and supports the hypothesis that structured PE, when implemented consistently and systematically, can significantly improve children's gross and fine motor skills, leading to enhanced overall physical competence and increased participation in lifelong physical activity; drawing on data from pre-existing theoretical frameworks and pedagogical analyses, the article emphasizes the importance of incorporating age-appropriate, progressive motor learning experiences into structured PE programs and identifies key factors, such as instructional quality, teacher expertise, and the frequency of sessions, that contribute to the successful motor skill development of children aged 3 to 8; the theoretical foundation for the argument is grounded in developmental theories, such as Piaget's stages of cognitive development and Vygotsky's social constructivist theory, which suggest that physical activity through guided play and structured movement experiences can foster not only motor proficiency but also cognitive growth and social interaction; further, the article proposes that structured PE, in contrast to unstructured free play, provides a scaffolded learning environment where children are supported by educators in mastering motor skills, thus reducing the risk of physical inactivity in later life; finally, the paper concludes with a call for more extensive research into the long-term effects of structured PE on motor development and highlights the necessity for educational policies that prioritize structured physical education as a fundamental aspect of early childhood education.},
      keywords = {Structured Physical Education, Motor Skill Development, Fundamental Motor Skills (FMS), Early Childhood Education, Pedagogical Approaches, Cognitive and Socio-Emotional Development},
      month = {January},
  }