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Effects of a Fundamental Motor Skill-Based Afterschool Program on Children’s Physical and Cognitive Health Outcomes

Author

Listed:
  • Joonyoung Lee

    (Department of Kinesiology, Health Promotion and Recreation, University of North Texas, Denton, TX 76203, USA)

  • Tao Zhang

    (Department of Kinesiology, Health Promotion and Recreation, University of North Texas, Denton, TX 76203, USA)

  • Tsz Lun (Alan) Chu

    (Department of Psychology, University of Wisconsin-Green Bay, Green Bay, WI 54311, USA)

  • Xiangli Gu

    (Department of Kinesiology, The University of Texas at Arlington, Arlington, TX 76019, USA)

  • Ping Zhu

    (Department of Educational Psychology, University of North Texas, Denton, TX 76203, USA)

Abstract

Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive health outcomes among elementary children. Participants were 31 K–2 students (19 girls, 12 boys; M age = 6.65 ± 0.98) from three public elementary schools in the southwestern United States who were assigned to the intervention group (FMS-based afterschool program; n = 20) or the control group (traditional afterschool program; n = 11). A 2 × 2 repeated measures MANOVA showed significant changes in FMS competence and MVPA between the intervention and the control group over time. However, no significant changes were found in cognitive functioning. The 8-week FMS-based afterschool program showed significant improvements in FMS competence and MVPA, compared to a traditional afterschool program. This finding suggests that structured FMS-focused strategies (e.g., fun games and goal setting) can be a critical component when implementing a physical activity program to enhance children’s motor skills and physical activity behavior.

Suggested Citation

  • Joonyoung Lee & Tao Zhang & Tsz Lun (Alan) Chu & Xiangli Gu & Ping Zhu, 2020. "Effects of a Fundamental Motor Skill-Based Afterschool Program on Children’s Physical and Cognitive Health Outcomes," IJERPH, MDPI, vol. 17(3), pages 1-16, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:3:p:733-:d:312310
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    Citations

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    Cited by:

    1. Joca Zurc & Jurij Planinšec, 2022. "Associations between Physical Activity and Academic Competence: A Cross-Sectional Study among Slovenian Primary School Students," IJERPH, MDPI, vol. 19(2), pages 1-18, January.
    2. Silvia Arribas-Galarraga & Izaskun Luis-de Cos & Gurutze Luis-de Cos & Saioa Urrutia-Gutierrez, 2020. "Mediation Effect of Perceived Fitness on the Relationship between Self-Efficacy and Sport Practice in Spanish Adolescents," IJERPH, MDPI, vol. 17(23), pages 1-8, November.
    3. Anne Strotmeyer & Miriam Kehne & Christian Herrmann, 2021. "Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood," IJERPH, MDPI, vol. 18(14), pages 1-15, July.
    4. Liang Shen & Xiangli Gu & Tao Zhang & Joonyoung Lee, 2022. "Adolescents’ Physical Activity and Depressive Symptoms: A Psychosocial Mechanism," IJERPH, MDPI, vol. 19(3), pages 1-9, January.
    5. Tao Zhang & Joonyoung Lee & Tsz Lun (Alan) Chu & Changzhou Chen & Xiangli Gu, 2020. "Accessing Physical Activity and Health Disparities among Underserved Hispanic Children: The Role of Actual and Perceived Motor Competence," IJERPH, MDPI, vol. 17(9), pages 1-12, April.

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