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Cited by 78Children's Physical and Motor DevelopmentPhysical Activity and HealthPhysical Education and Pedagogy

Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective

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Moon, Jongho, Webster, Collin A., Stodden, David F., Brian, Ali, Mulvey, Kelly Lynn, Beets, Michael, Egan, Cate A., McIntosh, Lori Irene Flick +2 more·2024·BMC Public Health
DOI 10.1186/s12889-024-18145-1PMC PMC10943790
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Abstract

Background: Regular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective. Methods: This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). Results: Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. Conclusions: This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.

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  • Better motor skills may reflect more frequent engagement in structured or unstructured physical activity, which in turn supports attention, classroom behavior, and learning readiness.

    “Better motor skills may reflect more frequent engagement in structured or unstructured PA, which in turn supports attention, classroom behavior, and learning readiness (Domínguez-Martín et al., 2024; Moon et al., 2024).”

    From Physical activity and academic performance in adolescents: a systematic review of intensity, frequency, and mediating factors (2026) · cites this paper as Moon et al., 2024

    The Background (page unavailable) reports that children with greater motor competence spend more time in moderate-to-vigorous physical activity, supporting the proposed association between motor skills and activity. It does not establish that activity associated with better motor skills supports attention, classroom behavior, or learning readiness; searches for those outcomes found no supporting passage in our copy. (LLM, conf=0.88)

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Authors
Moon, J., Webster, C. A., Stodden, D. F., Brian, A., Mulvey, K. L., Beets, M., Egan, C. A., McIntosh, L. I. F., Merica, C. B., & Russ, L.
Affiliations
  • Western Michigan University (US)
  • Texas A&M University – Corpus Christi (US)
  • University of South Carolina (US)
  • North Carolina State University (US)
  • University of Idaho (US)
  • Lander University (US)
  • University of North Carolina Wilmington (US)
Corresponding author
Moon, Jongho
ORCID
Venue
BMC Public Health
Publisher
Springer Science and Business Media LLC
Published
2024-03-15
Volume
24
Issue
1
Pages
826-826
ISSN
1471-2458 (ISSN-L)
DOI
10.1186/s12889-024-18145-1
PMC
PMC10943790
OpenAlex
W4392864935
Cited by
78
References
11
Citations by year
2026: 48 · 2025: 24 · 2024: 6
FWCI
5.35
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Public Health (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
  • Health Sciences › Medicine › Physiology › Physical Activity and Health
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
Keywords
physical activity interventions, motor competence, elementary school students, Comprehensive School Physical Activity Program, school-based physical activity intervention, physical education, multicomponent intervention, teacher professional development, school environment, school health promotion, intervention effectiveness, school readiness
MeSH terms
Child, Child, Preschool, Health Promotion, Humans, Motor Skills, School Health Services, Schools, Exercise

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