Evidence map›Paper›PMID 28213755›Full record

SynthesisSports medicine (Auckland, N.Z.)2017

Pedagogical Approaches to and Effects of Fundamental Movement Skill Interventions on Health Outcomes: A Systematic Review.

Claire Tompsett, Ross Sanders, Caitlin Taylor, Stephen Cobley

Registry-linked trialAbstract readSystematic Review
PubMed Publisher
In one paragraph

Synthesis in Sports medicine (Auckland, N.Z.), 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT03551366 (Efficacy of Skill Acquisition Methods Underpinning Pedagogy for LEarning in Physical Education), which is not on this map. Cited by 33 papers, 7 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
33citing papers in PubMed, 7 pooled it
10.8field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT03551366 nacompletednot on this mapstarted 2018, after this paper: background citation

Efficacy of Skill Acquisition Methods Underpinning Pedagogy for LEarning in Physical Education (SAMPLE-PE) in Children Aged 5-6 Years

TypeinterventionalSponsorLiverpool John Moores UniversityRan2018 to 2019Enrolled361ConditionsChild, Child Development, Health Behavior, Physical ActivityArmsLinear, Nonlinear
3 · Its place in the literature

Who cites it

33 citing papers in PubMed, 7 syntheses or guidelines pooled it, 95 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Claire TompsettFaculty of Health Sciences, Exercise and Sport Sciences, The University of Sydney, Cumberland Campus, 75 East St, Lidcombe, NSW, 2141, Australia. claire.tompsett@sydney.edu.au.ORCID http://orcid.org/0000-0002-4064-6530
Ross SandersFaculty of Health Sciences, Exercise and Sport Sciences, The University of Sydney, Cumberland Campus, 75 East St, Lidcombe, NSW, 2141, Australia.
Caitlin TaylorFaculty of Health Sciences, Exercise and Sport Sciences, The University of Sydney, Cumberland Campus, 75 East St, Lidcombe, NSW, 2141, Australia.
Stephen CobleyFaculty of Health Sciences, Exercise and Sport Sciences, The University of Sydney, Cumberland Campus, 75 East St, Lidcombe, NSW, 2141, Australia.
The University of Sydney · AU

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundFundamental movement skills (FMS) are assumed to be the basic prerequisite motor movements underpinning coordination of more integrated and advanced movement capabilities. FMS development and interventions have been associated with several beneficial health outcomes in individual studies.

objectiveThe primary aim of this review was to identify FMS intervention characteristics that could be optimised to attain beneficial outcomes in children and adolescents, while the secondary aim was to update the evidence as to the efficacy of FMS interventions on physiological, psychological and behavioural health outcomes.

methodsA systematic search [adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines] was conducted in seven databases. Studies were included if they conducted an FMS intervention and targeted at least one physiological, behavioural or psychological outcome in school-aged children (5-18 years).

resultsTwenty-nine studies examining the effect of FMS interventions relative to controls were identified. Specialist-led interventions, taught in conjunction with at-home practice and parent involvement, appeared more efficacious in enhancing FMS proficiency than school physical education alone. Intervention environments encouraging psychological autonomy were likely to enhance perceived and actual competence in FMS alongside physical activity. FMS interventions had little influence on overweight/obesity reduction, strength or flexibility. In 93% of studies, evidence indicated interventions improved FMS motor proficiency. Favourable specific physiological, psychological and behavioural outcomes were also identified across a variety of interventions.

conclusionWith reference to clinical and normative school-age populations, future studies should be directed toward determining validated standard FMS assessments to enable accurate effect estimates, permit intervention comparisons and improve the efficacy of FMS development.

Indexed as

ExerciseHumansMotor ActivityMotor SkillsMovementPhysical Education and TrainingSchoolsAthletic CompetenceFundamental Movement SkillHabitual Physical ActivityPhysical ActivityPhysical Education

Identifiers

PMID28213755
OpenAlexW2588545293

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.