The motor and social skill difficulties experienced by many children with autism spectrum disorder (ASD) can create challenges when participating in age appropriate physical activity contexts. Although behavioral interventions can increase the general social communicative skills of children with ASD, often the skills targeted are not relevant to…

Want an innovative way to get young children moving--and support development across multiple domains? Discover CHAMPPS, the fun, effective, and research-based motor program for inclusive preschool classrooms. Filling the need for a school-based motor program designed for children with diverse abilities, CHAMPPS uses universal design for learning…

It is widely accepted that children in Scotland, as in other high-income countries, are not engaging in sufficient moderate-to-vigorous intensity physical activity (MVPA), the consequences of which can be adverse for health and wellbeing. In this paper, it is contended that active play (a form of gross motor or total body movement in which…

Children with autism spectrum disorder (ASD) often exhibit deficits in social-communicative behaviors. Given the increased prevalence of children with ASD, programs designed to teach social-communicative behaviors are necessary. This article introduces a movement-based program that embeds social-skill components to improve the motor skills and…

A mixed methods study was used to identify the effects of an online mastery-based learning resource on Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Online modules assisted TCs with developing knowledge of critical elements and motor development stages (Gallahue, Ozmun, & Goodway, 2012) associated with 16…

The main purpose of the present study is to elucidate any differences which may exist in the FMSs of children between the ages of six and nine. Purposive sampling was used to recruit a total of 485 participants (244 boys and 241 girls) in Chiayi City and Chiayi County. All of the participants were between the ages of six and nine and had no…

Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates…

Over the last 20 years or more, a plethora of movement programmes have been adopted within primary physical education in the UK and across Australia. One particular programme, Fundamental Movement Skills (STEPS Professional Development), became of interest to the researcher during her dual role as the UK Fundamental Movement Skills (FMS)…

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

Both physical education and youth sport are essential for the motor development of children. Sport-specific skills should be built on a sound movement foundation. Children need to be allowed to mature and to develop to higher levels of proficiency before being thrust into a competitive environment. (JN)

Movement skill development is discussed in terms of the role of perceptual-cognitive mechanisms in organizing movement processes. (DS)

The development of ontogenetic movements--complex, learned skills such as throwing--is greatly influenced by socialization experiences provided by parents. Girls, as well as boys, should be given the opportunity to learn and develop these skills during preschool years. (PP)

A number of movement skills for young children, based on Ambrose Brazelton's recording, "Only Just Begun," are presented. (LH)

Confusion exists concerning basic concepts of motor development, understood as the life-long process of change in an individual's movement behaviors. The article presents 10 common misconceptions; each is followed by a clarification of the concept and a practical example. (SM)

Through movement, children learn to orient themselves in space, defining for themselves such conceptions as up and down, right and left, through, around and inside; the integration of motor and sensory experiences may well be the foundation upon which complex cognitive skills are built. (JD)