Interventions to promote fundamental movement skills in childcare and kindergarten. A systematic review and meta-analysis.

Autor/inn/en	Wick, Kristin; Leeger-Aschmann, Claudia S.; Monn, Nico D.; Radtke, Thomas; Ott, Laura V.; Rebholz, Cornelia Eva; Cruz, Sergio; Gerber, Natalie; Schmutz, Einat A.; Puder, Jardena J.; Munsch, Simone; Kakebeeke, Tanja H.; Jenni, Oskar G.; Granacher, Urs; Kriemler, Susi
Titel	Interventions to promote fundamental movement skills in childcare and kindergarten. A systematic review and meta-analysis. Gefälligkeitsübersetzung: Interventionen zur Förderung grundlegender Bewegungskompetenzen in der Kinderbetreuung und im Kindergarten. Eine systematische Überprüfung und Meta-Analyse.
Quelle	In: Sports medicine, 47 (2017) 10, S. 2045-2068 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0112-1642; 1179-2035
DOI	10.1007/s40279-017-0723-1
Schlagwörter	Forschung; Motorik; Kleinkind; Kindergarten; Frühförderung; Motivation; Bewegung (Motorische); Bewegungsbedürfnis; Bewegungserziehung; Bewegungssteuerung; Bewegungsverhalten; Sport; Sportmedizin
Abstract	Background: Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills. Objective: The objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children. Method: Searches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2-6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project-Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMDbetween) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System). Results: Thirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3-5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMDbetween 0.46), OCS (SMDbetween 1.36), and LMS (SMDbetween 0.94). Our certainty in the treatment estimates based on GRADE is very low. Conclusions: Although there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2018/3