Motor Competence in Autistic Children with Attention-Deficit Hyperactivity Disorder.

Actual and perceived motor competence are important correlates of various health-related behaviors. As such, numerous studies have examined the association between both constructs in children and adolescents. The first aim of this review and meta-analysis was to systematically examine, analyze and summarize the scientific evidence on the relationship between actual and perceived motor competence (and by extension more general physical self-perception) in children, adolescents and young adults with typical and atypical development. The second aim was to examine several a priori determined potential moderators (i.e., age, sex, and developmental status of study participants, as well as level of alignment between measurement instruments) of the relationship between actual motor competence and perceived motor competence/physical self-perception. This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered with PROSPERO on August 21st 2017. A systematic literature search of five electronic databases (i.e., MEDLINE, SPORTDiscus, Web of Science, PsycINFO and EMBASE) with no date restrictions was conducted. Eligibility criteria included (1) a study sample of youth aged 3-24years, (2) an assessment of actual motor competence and perceived motor competence/physical self-perception, and (3) a report of the association between both, using a cross-sectional, longitudinal, or experimental design. Only original articles published in peer-reviewed journals with at least the title and abstract in English were considered. Meta-analyses were conducted by type of actual motor competence (i.e., overall motor competence, locomotor, object control, stability/balance and sport-specific competence) through univariate and multivariable random-effects meta-regression and clustered random-effects meta-regression models. Of the 1643 articles screened, 87 were included for the qualitative review, while 69 remained for the final meta-analyses. All included studies had some risk of bias with only 15% meeting five of the six examined criteria. Significant (p < 0.001) pooled effects were found for overall motor competence (N = 54; r = 0.25; 95% CI [0.20, 0.29]), locomotor (N = 45; r = 0.19; 95% CI [0.13, 0.25]), object control (N = 50; r = 0.22; 95% CI [0.17, 0.27]), stability/balance (N = 8; r = 0.21; 95% CI [0.12, 0.30]), and sport-specific competence (N = 8; r = 0.46; 95% CI [0.28, 0.61]). None of the hypothesized moderators significantly influenced the relationship between actual motor competence and perceived motor competence/physical self-perception. The strength of the association between actual motor competence and perceived motor competence/physical self-perception in youth is low to moderate, with current data demonstrating that the strength of association does not differ by age, sex, developmental status, or alignment between measurement instruments. However, this review highlights the lack of clarity on the relationship between actual motor competence and perceived motor competence/physical self-perception. Future research should address issues surrounding the design of studies and measurement of actual motor competence and perceived motor competence/physical self-perception as well as explore other potential confounding variables (i.e., product- versus process-oriented assessments, race, culture) that might affect the relationship between these two constructs.

This study examined how supine-to-stand (STS) performance is related to process and product assessment of motor competence (MC) in children. Ninety-one children aged 5–9 years were assessed for process and product MC (10 m running speed and standing long jump) as well as process and product measures of STS. Tertiles were created for STS process and STS product scores to create 3 groups reflecting low, medium, and high STS competency. ANCOVA analysis, controlling for age, for process STS, indicated that process MC was significantly higher in children, classified as medium STS (p = 0.048) and high STS (p = 0.011) competence, and that 10 m run speed was slower for low STS compared to medium (p = 0.019) and high STS (p = 0.004). For product STS tertiles, process MC was significantly higher for children in the lowest (fastest) STS tertile compared to those in the medium highest (slowest) tertile (p = 0.01).

The longitudinal relationship between motor competence and measures of fatness and fitness from childhood into adolescence

The longitudinal relationship between motor competence and measures of fatness and fitness from childhood into adolescence

To investigate the cluster of differentiation 5 (CD5) plasma levels and their association with childhood autism rating scale (CARS) in subjects with autism spectrum disorder (ASD) compared to age and gender matched healthy controls, and to explore the link between CD5, severity, and autoimmunity in autism. Case-control study. Autism Research and Treatment Center, Al-Amodi Autism Research Chair, Department of Physiology, Faculty of Medicine, King Khalid University Hospital, King Saud University, Riyadh, Saudi Arabia, from October 2014 to May 2015. CD5 levels were determined in the plasma of thirty-one (31) patients using enzyme-linked immunosorbent assay (ELISA), categorized as mild-moderate and severe as indicated by their Childhood Autism Rating Scale (CARS) score and compared to thirty-three (33) age and gender-matched control samples. The preliminary data indicated that children with severe autism (n=12), exhibited significantly (p=0.02) higher plasma level of CD5 [0.55 (0.14-12) pg/ml {median (interquartile range=IQR)}] than those of normal controls [n=33, 0.29 (0.08-0.79) pg/ml {median (IQR)}] and children with mild to moderate autism [n=19, 0.26 (0.13-1.42) pg/ml, {median (IQR)}, p=0.08]. However, there was no significant difference between the CD5 levels of children with mild to moderate autism and normal controls (p = 0.62). Diagnoses of autistic children based on the CARS score >30. Disease severity and the CARS score, which represent stereotyped patterns of behavior in children with autism, were positively correlated (r = 0.43, p = 0.02). The high CD5 plasma levels in patients with severe ASD, probably indicated that CD5 might be implicated in the physiology of autism. However, this finding should be treated with caution until further investigations are performed with larger populations to determine whether the increase in plasma CD5 levels is a mere consequence of autism or it plays a pathogenic role in the disease.

The TGMD (i.e., Test of Gross Motor Development) has been considered as one of the gold standards of assessment tools for analysis of motor competence in children. However, it is rarely used by teachers in schools because the time, resources, and expertise required for one teacher to assess a class of students is prohibitive in most cases. A potential solution may be to automate the testing protocol using objective measures and inertial measurement unit sensors. An accurate method using 17 sensors to capture full body motion profiles and machine learning methods to objectively assess proficiency has been developed; however, feasibility of this method was low. Subsequently, a simplified method using four sensors (i.e., attached to wrists and ankles) was found to be effective, efficient, and potentially highly feasible for use in school settings. For some skills, however, not all skill criteria could be assessed. Additionally, misclassification on occasion, marred results. In the present paper we consider a previous experiment that used wireless motion capture to assess criteria from the TGMD-3. We discuss the advantages alongside the disadvantages of testing motor competence in children using sensors and consider the question—Can a compromise be struck between accuracy and feasibility?

Motor competence (MC) refers to the ability to execute a range of motor tasks, including the coordination and control necessary to perform everyday activities effectively. Interest in MC has grown over the past two decades, as reflected in an increasing number of publications on the topic. However, there is still no consensus on how to assess MC, with various test batteries available. A single test is insufficient for evaluating MC, as it encompasses a set of fundamental skills essential for daily life. These skills are typically categorised into fundamental movement skills, although discrepancies exist in their definitions. Some frameworks recognise two components – locomotor and manipulative skills – while others include a third component: stability skills. This review aims to analyse why, when and how MC should be assessed in children and adolescents. It was observed that MC assessments are essential at a young age, with physical education classes providing an ideal context for their implementation. Such assessments promote sports participation, aid in talent identification and highlight the positive correlation between MC and lifelong physical activity. Selecting an appropriate test battery requires careful consideration of the evaluator’s objectives, participant age, required materials and the three pillars of fundamental movement skills: locomotor, stabilising and manipulative skills. Future research should refine the concept of MC and ensure that the validity of test batteries is rigorously examined. Additionally, using the same test battery across identical subjects and evaluating ecological validity will enhance the sensitivity and applicability of assessments, facilitating their use for both characterisation and intervention.

BackgroundThe Intensive, Interactive, and Individual (3i) intervention approach aims to decrease the severity of autism spectrum disorder (ASD) using intensive developmental play therapy (3i). We performed a retrospective study of 90 children who were enrolled for 2 years in the 3i approach to assess changes and predictors of changes in ASD severity at follow-up (FU).MethodsThe ASD severity of all patients (N = 119) who began 3i intervention between 2013 and 2018 was systematically measured using the childhood autism rating scale (CARS) and autism diagnosis interview-revised (ADI-R). Among them, 90 patients (mean age 5.6 ± 3.7 years) had a second assessment at the 2 year FU. CARS and ADI-R scores after 2 years of 3i intervention were compared to baseline scores using paired student’s t-tests. We used multiple linear regression models to assess the weight of baseline variables (e.g., age, oral language, sex, treatment intensity) on changes at the 2 year FU.ResultsMean CARS and ADI-R subscores (interaction, communication, repetitive behaviour) decreased significantly by 20, 41, 27.5 and 25%, respectively (effect sizes: d > 0.8). Moreover, 55 and 46.7% of participants switched to a lower category of ASD severity based on the CARS scale and ADI-R interview, respectively. Multiple linear models showed that (i) a higher treatment intensity (more than 30 h per week) was significantly associated with a greater decrease (improvement) in the ADI-R interaction score; (ii) patients categorized as verbal subjects at baseline were associated with a better outcome, as ascertained by the CARS, ADI-R interaction and ADI-R communication scores; and (iii) older patients were significantly associated with a greater decrease in the ADI-R interaction score. However, we found no impact of sex, severity of ASD or comorbidities at baseline.ConclusionThis study performed on 90 children suggests that 3i therapy may allow for a significant reduction in ASD severity with improvements in interaction, communication, and repetitive behaviours. A study using a control group is required to assess the efficacy of 3i play therapy compared to other interventions.

Motor skill competence enables children to move with efficiency and confidence in a variety of physically challenging situations. A child who lacks motor skill competence may be less inclined to take part in physical activities in which his or her peers excel. In this regard, the development of motor competence and children’s perception of their motor abilities may play an important role in ensuring sufficiently physically active adults. To better understand the role of motor competence in children’s participation in physical activity, this study examined children’s perception of their motor competence in comparison to others with their actual motor competence. Data were collected from 1031 children in grades 3, 4, 5, and 6 and between the ages of 8 to 12 years from elementary and junior schools. Using the Canadian Assessment of Physical Literacy (CAPL) protocols, physical competence and perceived physical competence were obtained from the Canadian Agility and Movement Skill Assessment and the CAPL questionnaire, respectively. Results from this study support previous research as children’s ability to accurately perceive their motor competence increased with age/grade. Still, over half of the participants in this study were not able to accurately perceive their motor competence. In addition, as grade increased from 3 to 6, children over-estimated their abilities less and underestimated their abilities more. This lack of ability to accurately estimate their abilities may be impacting children’s level of physical activity and should be addressed when promoting physical activity.

BACKGROUND:Aggressiveness is a complex construct that can influence and be influenced by various factors during childhood. Behavioral aspects such as motor competence, along with psychosocial aspects such as self-perception of social acceptance and self-esteem, can affect aggressive behavior in boys and girls. AIM:This study investigated the relationships between motor competence, self-perceived competence, and aggressive behavior in children aged 7 to 10 years, focusing on gender differences. METHODS:We recruited a total of 87 children from economically disadvantaged and violence-prone areas in Juazeiro do Norte, Ceará, Brazil. Motor competence was assessed with the Test of Gross Motor Development, perception of competence was measured using the Self-Perception Profile for Children scale, and proactive and reactive aggressiveness was assessed with the Peer Aggression Behavior Scale. The differences between boys and girls were verified using Student's t-test. Network analysis was used to verify interactions between the variables investigated. RESULTS:We identified that boys demonstrated positive correlation between aggression and specific motor skills, particularly locomotion skills, while we did not observe this relationship in girls. Centrality measures indicated that locomotion skills were pivotal in boys’ networks, whereas global self-worth was more influential in girls. Social acceptance showed differential correlations with proactive and reactive aggression, suggesting nuanced behavioral dynamics. INTERPRETATION:The findings highlight the necessity of gender-tailored interventions to enhance motor skills, self-perception, and social behaviors in children, contributing to a deeper understanding of developmental dynamics in early childhood. The study underscores the importance of considering sociocultural and gender-specific factors in addressing aggressive behavior and motor competence in children.

Background/Objectives: This study aimed to examine differences in motor competence and muscular fitness between children engaged in combat sports and their peers who do not participate in structured physical activity. Methods: The sample consisted of 120 healthy eight-year-old children, evenly divided into two groups: 60 children practicing combat sports (karate, judo, and wrestling) for at least one year and 60 children without structured sports involvement. Motor competence was assessed using the Test of Gross Motor Development-2 (TGMD-2), while muscular fitness was evaluated through standing broad jump, grip strength, 30 s sit-ups, bent arm hang, medicine ball throw, and push-ups. For differences between groups, the independent samples t-test was performed. Results: Results indicated that children practicing combat sports demonstrated significantly higher locomotor and manipulative skills (p < 0.01, ES = 0.76-1.25) and superior muscular fitness across all tests (p < 0.01, ES = 0.53-1.09) compared to their peers. Conclusions: These findings highlight the positive impact of combat sports on overall physical development, particularly in enhancing motor competence, muscle strength, and endurance. Given the critical role of motor competence and physical fitness at this age, integrating combat sports into daily routines can support long-term athletic development, encourage physical activity, and enhance overall health. Future research should explore the influence of specific combat sports on distinct physical attributes and consider additional factors such as total physical activity levels.

This study examined the effect of a parent-led, gamified stability skills intervention on stability skill and motor competence in 4–5 year olds. Eighty-four children were allocated to intervention ( n = 49 [17 boys]) or control ( n = 35 [22 boys]) groups. The intervention group undertook a 12-week parent or caregiver (PG) led, gamified stability skills program designed to be performed in a home environment. The control group participated in their usual activities. Stability skill and motor competence were assessed pre- and postintervention. A subsample of PGs ( n = 7) participated in postintervention interviews. A series of analyses of covariance controlling for baseline values demonstrated significantly higher stability skills ( p &lt; .001) and higher ball kicking velocity ( p = .025) postintervention for the intervention group compared with controls. There were no significant differences in other motor competence tests (all p &gt; .05). There was a significant positive relationship ( p &lt; .001) between intervention dose and change in stability skills. Thematic analysis from PG interviews identified the following as facilitators for intervention engagement: (a) Intervention Format, (b) Autonomy, and (c) Social Support and the following as barriers to uptake: (a) Intervention Format, (b) Logistics and Life Constraints, (c) Parental Perceived Competence, and (d) Links to School.

BackgroundChanges in olfactory functions have been found in many neurodegenerative and psychiatric disorders, including autism spectrum disorders (ASDs). The aim of the present study was to evaluate the relationship between olfactory functions (odor-detection thresholds, odor identification, and odor preference) and autism severity and sensory-related behavior in children and adolescents with ASD.Subjects and methodsOur sample consisted of 35 high-functioning patients with ASD (mean age 10.8±3.6 years, 31 boys). Olfactory testing (threshold and identification) used the Sniffin’ Sticks test. Odor pleasantness was assessed on a 5-point scale using the Identification part of the Sniffin’ Sticks test. The severity of autistic psychopathology was measured using the Childhood Autism Rating Scale (CARS).ResultsUsing Spearman’s correlation, we found no significant correlations between autism severity (as expressed by total CARS score) and odor-detection thresholds (R=0.144, P=0.409), odor identification (R=0.07, P=0.966), or odor pleasantness (R=−0.046, P=0.794). There was also no significant relationship between CARS item 9 (“Taste, smell, and touch response and use”) and odor-detection thresholds (R=0.170, P=0.330), odor identification (R=0.282, P=0.100), or odor pleasantness (R=0.017, P=0.923).ConclusionWe did not find any significant relationship between the severity of autistic psychopathology and olfactory functions.

Motor competence (MC) is defined as a global term that describes a person’s ability to be proficient in a wide range of motor acts. Based on this principle, we have created a training program that aims to determine the effect of 12 weeks of enriched athletics sports training with complementary motor activities on MC in children aged between 6 and 10 years old. The subjects will be divided into two groups: (i) the athletics training group (IG_A) that will participate in athletics training three times a week for 12 weeks, with 60 min sessions; and (ii) the athletics training + other activities group (IG_B) that will participate in athletics training twice a week and will have another activity training (gymnastics, handball, swimming, and motor games) for 12 weeks, with 60 min sessions. The two groups will be assessed at baseline and 12 weeks later. The KTK3+ will be used to assess MC. A between–within ANOVA-RM (2 [groups] × 2 [time points]) will be conducted. The results and conclusions of the implementation program will be presented in another study.

There is some, albeit inconsistent, evidence supporting sex differences in preschoolers' motor competence (MC), with these observations not uniform when analyzed by age, and cultural groups. Thus, this study examined sex differences across ages in 3- to 5-year-old children's MC. A cross-country pooled sample of 6241 children aged 3-5 years (49.6% girls) was assessed for MC using the Test of Gross Motor Development-2nd/3rd edition, and children were categorized into groups of age in months. Multiple linear regression models and predictive margins were calculated to explore how sex and age in months affect scores of MC (i.e., locomotor and ball skills), with adjustments for country and BMI. The Chow's Test was used to test for the presence of a structural break in the data. Significant differences in favor of girls were seen at 57-59 and 66-68 months of age for locomotor skills; boys performed better in ball skills in all age periods, except for 42-44 and 45-47 months of age. The higher marginal effects were observed for the period between 45-47 and 48-50 months for locomotor skills (F = 30.21; and F = 25.90 for girls and boys, respectively), and ball skills (F = 19.01; and F = 42.11 for girls and boys, respectively). A significantly positive break point was seen at 45-47 months, highlighting the age interval where children's MC drastically improved. The identification of this breakpoint provides an evidence-based metric for when we might expect MC to rapidly increase, and an indicator of early delay when change does not occur at that age.