Background: There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. Methods: SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5–6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children’s movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. Discussion: The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. Trial Registration: Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366).

This study systematically reviews the literature examining the relationship between Fundamental Movement Screen (FMS©) scores and athletic performance in youth. We searched English-language papers on PubMed/MEDLINE, SportsDiscus, CINAHL, and EBSCO for the following inclusion criteria: Participants aged between 11 and 17 years, studies had to include the Functional Movement Screen© (FMS©) and at least one of the following performance outcomes, highlighted by athletic development models (i.e., long-term athletic development (LTAD), youth physical development (YPD)): agility, speed, power, strength, endurance, and balance (YPD), fitness (LTAD), or sport-specific skill (LTAD and YPD). A total of 3146 titles were identified, with 13 relevant studies satisfying the inclusion criteria after full-text screening. The results of this systematic review suggest that children and youth who score highly on the FMS© also tend to have better scores for agility, running speed, strength, and cardiovascular endurance. The strength of associations was weak to moderate in nature. Only one study was considered or controlled for biological maturation in their analysis. These results provide evidence that, while there is a relationship between FMS© scores and tests of athletic performance in youth, they are not the same thing and should be considered conceptually different constructs.

Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood. To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children's physical skills, self-perceptions and cognitions. One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities. A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p < 0.001, partial η² = 0.212), fundamental movement skills (F(1,94) = 15.5, p = < 0.001, partial η² = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial η² = 0.054) and cognition (F(1,96) = 15.5, p = < 0.001, partial η² = 0.139) at post-test for the intervention versus control groups. This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old.

Purpose: This study compares participant motives of 5K, half marathon and full marathon runners registered in a UK and an Indian event. Method: 1022 participants completed an adapted version of the Motivation of Marathons Scales [Masters et al., 1993. The development of an instrument to measure motivation for marathon running: The motivations of marathoners scales (MOMS). Research Quarterly for Exercise and Sport, 64(2), 134–143], (431 UK participant’s and 591 India participants). CFA and EFA were used to identify an improved factorial solution for the data. Multivariate analysis was performed to assess differences in event type (5K, Half, Full) across five latent motivational constructs: social, physical fitness, self-esteem, achievement in competition, and physical health. Nationality, gender, age, employment status, and educational level were treated as moderating factors, or covariates. Results: 5K runners scored higher in the self-esteem, physical fitness, and achievement motives. Males scored higher on the achievement motive. The Indian sample scored higher than the UK sample in social motives. Practical implications: considerations for event organisers are discussed.

Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological evidence to inform co-development work within physical education (PE) is lacking and further research is required. This study describes the process of co-developing a gamified PE intervention with school stakeholders to increase MC and EI among primary-aged children. A total of 91 children and four classroom teachers from three primary schools participated in a series of co-development workshops. Data from the workshops were thematically analysed and informed the development of three school-specific gamified PE curriculums. Findings from children included: (1) the social and foundational movement skills (FMS) to improve during the intervention; (2) the enjoyable components of PE, which included skill development and social interaction; (3) a desire to include more equipment in PE lessons; and (4) games, activities and gamification strategies to incorporate in the intervention. Findings from teachers included: (1) the barriers and facilitators to implementing a gamified model in PE; (2) the successful components of PE lessons; and (3) the overall development of the intervention. This methodology provides a framework for co-developing PE interventions within a school context. Results provide strategies to operationalise gamification. Future research should explore the feasibility and acceptability of the co-developed interventions to increase MC and EI.

This study examined the short (pre-post) and longer-term (post to 10 weeks post) effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) and physical fitness in Saudi boys and girls. Seventy-six children aged 9–11 years (44 boys, 32 girls; mean ± SD = 10.2 ± 0.9 years) undertook twice weekly Shuttle Time sessions for 6 weeks. Pre, post, and 10 weeks post, FMS was measured using the test of gross motor development 3 and physical fitness was measured via 10 m sprint speed, standing long jump, seated medicine ball throw, and a 6 min walk test (6MWT). There were significant improvements in FMS from pre to post (p = 0.0001) and post to 10-weeks post (p = 0.0001) for both boys and girls. Girls demonstrated a significantly greater magnitude of change in FMS. For 10 m sprint time, seated medicine ball throw, standing long jump, and 6MWT performance, both boys and girls significantly improved from pre-10 weeks post (all p = 0.001). The magnitude of change was greater pre to 10-weeks post for girls for the seated medicine ball throw, but was greater for boys for the standing long jump and 6MWT. In terms of practical applications, the BWF Shuttle Time program is feasible for administration in the Saudi context and is beneficial in developing FMS and fitness for Saudi children aged 8–12 years.