The first years of life are an optimal time for developing motor competence. However, the evidence regarding motor competence in early childhood is fragmented and needs to be clearly synthesized and presented. To establish effective evidence-based decision making in research, practice, and policy for the early years, this expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about 3- to 5-year-old children on (a) how skilled are children around the world, (b) the link between motor competence and healthy developmental outcomes, and (c) the capacity to improve children’s motor competence through intervention. This expert statement presents a summary of recent evidence for each of these specific points, followed by recommendations for researchers, practitioners, and policymakers.

Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the Beery-Buktenica developmental test of visual-motor integration 6th edition, and gross motor skills with the Test of gross motor development 2nd edition. One high and one low socio-economic school was conveniently selected. Seventy-seven children were tested, 23 scored below average VMI scores, and became the sample from which an experimental (n = 12) and a control group (n = 11) were randomly selected. The experimental group participated in a 14-week intervention of two 45 min sessions per week. Participants from the low socio-economic school showed significantly lower VMI skills (p = .0013). More research is needed to fully determine the potential of gross motor programmes in improving VMI.

Fundamental movement skills (FMS), physical fitness (PF) and body fat percentage (BF%) are significantly related to socio-economic status (SES). However, it remains unclear why previous studies have had different findings regarding the direction of the association between SES and FMS, PF and BF%. A suggested explanation is that the direction of the link can be influenced by cultural experiences and traditions. Therefore, the aim of the current study was to investigate links between SES and FMS, PF, BF% of Grade One learners from two different ethno-geographic areas in Cape Town, South Africa. Grade One children (n = 191) (n = 106 boys and n = 85 girls; age (6.7 ± 0.33)) from different socio-economic areas in Cape Town, South Africa, were selected to participate in the study. South African schools are classified into five different quintiles (1 = poorest and 5 = least poor public schools). For this study, two schools were selected, one from quintile 2 and the other from quintile 5. BF% was assessed according to Slaughter’s equation. FMS were measured using the Gross Motor Development Test-2 (TGMD-2) and PF via five tests: 1. dynamic strength of lower limb (broad jump); 2. dynamic strength of upper limb and trunk (throwing a tennis ball); 3. speed agility (4 × 10 m shuttle running); 4. cardiorespiratory fitness (20 m shuttle run endurance test (Leger test)) and 5. flexibility (sit and reach test). An analysis of covariance (ANCOVA) found that BF% and WHtR were significantly greater in children with higher SES (Z = 6.04 p < 0.001; Hedg = 0.54), (Z = 3.89 p < 0.001; Hedg = 0.32). Children with lower SES achieved significantly better TGMD-2 standard scores in the locomotor subtest, compared to their peers with higher SES. In the object control subtest, no significant SES-related difference was found. However, ANCOVA showed that girls performed better in FMS than boys. In PF, the main effect of SES was observed in dynamic strength of trunk and upper limb (throwing) and flexibility, where children with lower SES performed significantly better. No significant difference was found in cardiorespiratory performance (CRP) (Beep test), even though children with lower SES achieved better results. Results from the current study suggest that links between SES, PF, FMS and body fat percentage in children seem to be dependent on cultural and traditional experiences. These experiences should therefore be included as an important factor for the development of programmes and interventions to enhance children’s lifelong motor behaviour and health strategies.

Rhythmic movement, also referred to as “dance”, involves the execution of different motor skills as well as the integration and sequencing of actions between limbs, timing and spatial precision. The aim of this study was therefore to investigate and compare the effect of a 16-week rhythmic movement intervention on flexibility, dynamic balance, agility, power and local muscular endurance of academy rugby players in the Western Cape, according to positional groups. Players (N = 54) (age 18.66 ± 0.81 years; height 1.76 ± 0.69 cm; weight 76.77 ± 10.69 kg), were randomly divided into a treatment-control [TC^A] (n = 28) and a control-treatment [CT^B] (n = 26) group. In this crossover experimental design, the interaction effect of the treatment order and the treatment time between the TC^A and CT^B group, was determined. Results indicated a statistically significant improvement (p < 0.05) in agility² (p = 0.06), power² (p = 0.05), local muscular endurance¹ (p = 0.01) & 3 (p = 0.01) and dynamic balance (p < 0.01). Likewise, forwards and backs also showed statistically significant improvements (p < 0.05) per positional groups. Therefore, a rhythmic movement intervention has the potential to improve rugby-specific bio-motor skills and furthermore, improve positional specific skills should it be designed with positional groups in mind. Future studies should investigate, not only the effect of rhythmic movement on improving specific rugby bio-motor skills, but the potential of its application as an alternative training method during off-season (or detraining phases) or as a recovery method.

Combining physical fitness (PF) and academic content can be a beneficial way to improve PF and mathematics performance of learners. The purpose of the current study was to establish whether a physically active academic intervention had an effect on the PF and mathematics performance of Grade 1 learners over 16 weeks. This intervention is based on an educational approach that combines physical activity into the academic environment. The goal is to enhance learning by learning through movement. Grade 1 learners [N = 119] from two schools in the southern suburbs of Cape Town, South Africa, volunteered to participate in this study. They were assigned randomly to an attentional control [n = 51] and an experimental group [n = 68]. Pre- and post-test data were collected with the Fitnessgram which measured their PF and the VASSI Mathematics Proficiency Test which measured their mathematical performance. The intervention included age-appropriate PF components that were incorporated into learners’ academic lessons. The results indicated that the experimental group performed significantly better (p < 0.01) in mathematics and upper body strength after the intervention. It could be assumed that these improvements can be attributed to the physically active academic intervention programme. These findings suggest that these types of interventions could encourage physical activity (PA) and enhance the PF and mathematical performance of young learners. The current study adds to South African Sport Science literature because it is one of few studies performed in this field that have produced significant results.

Children with Childhood Apraxia of Speech (CAS) often present motor co-ordination difficulties accompanying their speech and sound delays. Therefore, the aim of this study was to investigate the effect of a paired versus a small group gross motor intervention on selected pre-school children, pre-identified with CAS. Children pre-identified with CAS (N = 20) were assessed with the Movement Assessment Battery for Children (MABC-2) and the Test of Gross Motor Development (TGMD-2) during the baseline-, pre- and post-tests. The participants were randomly divided into two groups and completed a 12-week gross motor intervention (two 45-minute sessions per week). There were significant improvements in the total motor proficiency of the MABC-2 as well as overall gross motor quotient (GMQ) of the TGMD-2 in both groups post-intervention. This study highlights the need for further research in gross motor interventions to improve the quality of movement of children, pre-identified with CAS.