Fundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5–12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age.

This study examined the relationship between fundamental movement skills (FMS) and health related fitness (HRF) components in children. A cross section of Irish primary school children across all age groups participated in this study (n=2098, 47% girls, age 5–12 years of age, mean age 9.2 ± 2.04). FMS were measured using the Test of Gross Motor Development (TGMD‐3), along with two additional assessments of vertical jump and balance. All HRF components were also assessed: body composition through BMI and waist circumference, muscular strength (MS) using a hand dynamometer, muscular endurance (ME) through the plank test, flexibility with back‐saver sit‐and‐reach, and cardiovascular endurance (CVE) using the 20 m PACER test. Hierarchal multiple regressions were used to measure associations between the HRF components and overall FMS and the FMS subtests: locomotor, object control and balance skills. Results show significant positive relationships between FMS and MS (R ² = 0.25, β= −0.19), ME (R ² = 0.11, β = 0.34), flexibility (R ² = 0.13, β = 0.14) and CVE (R ² = 0.17, β = 0.39), and an inverse relationship between FMS and body composition (R ² = 0.25, β= −0.19). The data presented reinforces the position that the relationship between FMS and HRF is dynamic, and predominantly strengthens with age through the course of childhood. Findings suggest that developing FMS as a child may be important to developing HRF across childhood and into adolescence.

This study examined the internal structure and evidence of validity of the Test of Gross Motor Development 3^rd edition (TGMD-3) in primary school aged children. Participants (n = 1608, 47% girls, age range 5–11 years, mean age 9.2 ± 2.04) were recruited from Irish schools across twelve counties (56% rural, 44% urban). The TGMD-3 was used to measure FMS proficiency (Ulrich, 2020). A two-factor model (13 skills) was used and confirmatory indexes were calculated. The Bayesian criteria and the Composite Reliability were employed to evaluate alternative models. Relationships between the final model proposed with age, sex and BMI were calculated using a network analysis. Mplus 8.0 and Rstudio were used. A two-factor model (locomotion and object control) with adequate values (> 0.30) for the seven skills (gallop, hop, jump, two-hand strike, bounce, catch, overhand throw) presented excellent indexes. The skills with the highest indicator of strength centrality in the network were bounce and catch for both boys and girls and hop for boys and horizontal jump for girls. This study evidences the validity and reliability of the internal structure of the TGMD-3 and demonstrates that a short version of the TGMD-3, comprising seven skills is a valid measure of FMS in this population.

Physical literacy provides a foundation for lifelong engagement in physical activity, resulting in positive health outcomes. Direct pathways between physical literacy and health have not yet been investigated thoroughly. Associations between physical literacy and well‐being in children ( n = 1073, mean age 10.86 ± 1.20 years) were analysed using machine learning. Motor competence (TGMD‐3 and BOT‐2) and health‐related fitness (PACER and plank) were assessed in the physical competence domain. Motivation (adapted‐Behavioural Regulation in Exercise Questionnaire) and confidence (modified‐Physical Activity Self‐Efficacy Scale) were assessed in the affective domain. Well‐being was measured using the KIDSCREEN‐27. Accuracy of predicting well‐being from physical literacy was investigated using five machine learning classifiers (decision tree, random forest, XGBoost, AdaBoost, k ‐nearest neighbour) in the full sample and across subgroups (sex, socioeconomic status [SES], age). XGBoost predicted well‐being from physical literacy with an accuracy of 87% in the full sample. Predictive accuracy was lowest in low SES participants. Contribution of physical literacy features differed substantially across subgroups. Physical literacy predicts well‐being in children but the relative contribution of physical literacy features to well‐being differs substantially between subgroups.

Increased screen time has been found to be associated with a number of negative health and wellbeing indicators in youth populations. An increasing number of studies have investigated the association between screen time and wellbeing in adolescents, but evidence in younger children is still emerging. This 2017 study explored the effect of leisure screen time and gender on dimensions of wellbeing (measured using KIDSCREEN-27) in a national sample of 897 Irish primary school children aged 8–12 years. Participants had a mean age of 10.9 ± 1.16 years and were 47.7% female. Just over 30% of the sample accumulated 2 h or more of leisure screen time daily. Results show that there was no significant interaction between screen time category (<2 h/2 h + daily) and gender on overall wellbeing, while controlling for BMI. Children who self-reported <2 h of leisure screen time scored significantly higher on four dimensions of wellbeing: physical, parental, peers, and school, but not psychological. This study supports the growing evidence of the impact that leisure screen time has on health. Further longitudinal research investigating the impact of sub-categories of leisure screen time behaviour on wellbeing is warranted.

The aim of this study was to determine the anthropometric and physical fitness profiles of inter-county female Gaelic football players from under-14 to under-18 age levels. A total of 156 athletes (U14, n = 33; U16, n = 64; U18, n = 59) participated in this study. Testing was conducted in a single session for each group and included anthropometric measures of standing and sitting height, weight, estimated age of peak height velocity (PHV), and maturity offset. Physical performance tests included squat jump (SJ), countermovement jump (CMJ) and drop jump (DJ), 0–5 m and 0–20 m sprint times, pro-agility test, medicine ball chest-pass throw, and YoYo intermittent recovery test level 1 (YoYoIR1). A one-way analysis of variance (ANOVA) was used to investigate differences between the age groups. Significant differences were identified between age groups for measures of height (p < 0.001, ES = 0.127), body mass (p.002, ES = 0.076), and estimated age of PHV (p < 0.001, ES = 0.612). No significant differences were found between age groups for any of the physical fitness tests except for the YoYoIR1, where a significant difference was found between the U14 and U18 age groups (p.029, η2p = 0.048). These findings may assist coaches to better understand female athletic development, provide insight on talent identification and development programmes, and provide reference data when working with this cohort so that realistic and attainable training goals can be achieved.