Introduction: In 2008, a conceptual model explaining the role of motor competence (MC) in children’s physical activity (PA), weight status, perceived MC and health-related fitness was published.Objective: The purpose of the current review was to systematically compile mediation, longitudinal and experimental evidence in support of this conceptual model.Methods: This systematic review (registered with PROSPERO on 28 April 2020) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. Separate searches were undertaken for each pathway of interest (final search 8 November 2019) using CINAHL Complete, ERIC, Medline (OVID), PsycINFO, Web of Science Core Collection, Scopus and SportDiscus. Potential articles were initially identified through abstract and title checking (N = 585) then screened further and combined into one review (n = 152), with 43 articles identified for extraction. Studies needed to be original and peer reviewed, include typically developing children and adolescents first assessed between 2 and 18 years and objective assessment of gross MC and at least one other variable (i.e., PA, weight status, perceived MC, health-related fitness). PA included sport participation, but sport-specific samples were excluded. Longitudinal or experimental designs and cross-sectional mediated models were sought. Strength of evidence was calculated for each pathway in both directions for each domain (i.e., skill composite, object control and locomotor/coordination/stability) by dividing the proportion of studies indicating a significantly positive pathway in the hypothesised direction by the total associations examined for that pathway. Classifications were no association (0–33%), indeterminate/inconsistent (34–59%), or a positive ‘+’ or negative ‘ − ’ association (≥ 60%). The latter category was classified as strong evidence (i.e., ++or −−) when four or more studies found an association. If the total number of studies in a domain of interest was three or fewer, this was considered insufficient evidence to make a determination.Results: There was strong evidence in both directions for a negative association between MC and weight status. There was strong positive evidence for a pathway from MC to fitness and indeterminate evidence for the reverse. There was indeterminate evidence for a pathway from MC to PA and no evidence for the reverse pathway. There was insufficient evidence for the MC to perceived MC pathway. There was strong positive evidence for the fitness-mediated MC/PA pathway in both directions. There was indeterminate evidence for the perceived MC-mediated pathway from PA to MC and no evidence for the reverse.Conclusion: Bidirectional longitudinal associations of MC with weight status are consistent with the model authored by Stodden et al. (Quest 2008;60(2):290–306, 2008). However, to test the whole model, the field needs robust longitudinal studies across childhood and adolescence that include all variables in the model, have multiple time points and account for potential confounding factors. Furthermore, experimental studies that examine change in MC relative to change in the other constructs are needed.Trial Registrations: PROSPERO ID# CRD42020155799.

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.

Background: Fundamental motor skill (FMS) interventions when delivered by an expert can significantly improve the FMS of young children with and without developmental delays. However, there is a gap in the literature as few early childhood centers employ experts with the professional background to deliver FMS intervention. Purpose: The primary purpose of this study was to investigate the effects of a motor skill program called SKIP (Successful Kinesthetic Instruction for Preschoolers) on student learning of object control skills (OC). A secondary purpose was to examine the extent to which early childhood teachers could implement the SKIP program with fidelity (while receiving on-going coaching and support) and the extent to which instructional fidelity influenced OC improvement in the SKIP condition. Participants and setting: There were two levels of participants in this study, early childhood teachers (N = 2, Women = 2) and their students (N = 57; Boys = 53%; M_age = 4.39, Range 3–6). All participants were from the same early childhood center located on the campus of a large Midwestern University located in the United States. Data Collection: This study featured a pretest–posttest control group quasi-experimental design. The director of the early childhood center selected the experimental SKIP teachers (N = 2). Experimental SKIP children (n = 26) were identified from the classrooms of the experimental SKIP teachers. Teachers implemented SKIP to their students for six weeks (360 minutes of instruction). SKIP teachers’ lesson plan fidelity was calculated using a predetermined checklist based upon the lesson plan via digital recordings. Control students (n = 31) were randomly selected from the remaining six classrooms at the center. Control students received the business as usual condition, which consisted of free play with the availability of the same equipment allocated to the SKIP condition. All students were pretested and posttested using the OC subscale of the Test of Gross Motor Development-2 (TGMD-2) [Ulrich, D. A. 2000. The Test of Gross Motor Development. 2nd ed. Austin: PRO-ED]. Data Analysis: A two-level (students nested within teacher) Hierarchical Linear Model (HLM) examined the extent to which the SKIP intervention improved the OC skills of the students compared to the control group. Lesson plan fidelity was calculated using descriptive statistics. An additional two-level HLM examined the extent to which fidelity of SKIP influenced the OC scores of students in the SKIP condition only. Results: SKIP students significantly improved their OC skills compared to the control students (p < .001, η² = .61). SKIP teachers implemented SKIP with fidelity (M = 86.5%, SD = .18). Level of fidelity of SKIP significantly influenced students’ improvements in OC scores (p < .001). Conclusion: SKIP was highly effective in improving the OC skills of the students and SKIP teachers implemented SKIP with fidelity. Greater fidelity positively influenced OC outcomes for students. Further research is warranted to confirm that students’ FMS development can be enhanced through FMS intervention with high-quality teaching that is implemented by classroom teachers.