Longitudinal associations of fundamental movement skills with objectively measured physical activity and sedentariness during school transition from primary to lower secondary school

Abstract

Objectives: This study aimed to investigate cross-lagged associations of leaping skill and throwing-catching skills with objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) during school transition from upper primary (Grade 6) to lower secondary school (Grade 7).

Design: This study is a one-year prospective follow-up study within Finnish school settings. Students' MVPA, ST, leaping skill and throwing-catching skills were measured at Grade 6 and subsequently at Grade 7.

Methods: A sample of 336 students (163 girls, 173 boys; M age=12.0 years, SD=0.4 at Grade 6 participated in the study. Students' MVPA and ST were measured objectively by hip-worn accelerometers. Leaping skill was measured by 5-leaps test. Throwing and catching skills were measured by throwing-catching combination test. Cross-lagged structural equation modeling was conducted to evaluate the associations between MVPA, ST, leaping skill, and throwing-catching skills at Grade 6 and Grade 7.

Results: Results demonstrated three significant cross-lagged associations among girls: (1) leaping skill measured at Grade 6 was negatively associated with ST at Grade 7; (2) objectively measured MVPA at Grade 6 associated positively with leaping skill at Grade 7; and (3) throwing-catching skills measured at Grade 6 associated positively with leaping skill measured at Grade 7. There were no statistically significant cross-lagged associations between the study variables for the sample of boys.

Conclusions: The results of this study indicated that supporting opportunities for girls' engagement in both MVPA and leaping skill development activities during their primary school education is strongly recommended.

Keywords: Fundamental movement skills; Physical activity; School transition.