Limited evidence exists examining associations between motor competence (MC) and health-related fitness in young adults. The study aims were to (a) determine group differences in MC and fitness in a sample of young adults, (b) examine the strength of the relationship between motor and fitness measures, and (c) determine the extent to which MC predicts fitness results. Young adults (n = 332, Mage = 21.47 +/- 1.83) were recruited from seven universities across the United States of America, Italy, and Spain. Product-oriented measures of MC (kick and receive, throw-catch, jump, and Supine-to-Stand and Go) and health-related fitness (handgrip, plank, push-up, and 20-m shuttle run) were used. Group comparisons were analyzed using Kruskall-Wallis H and Mann-Whitney U tests. In both motor and fitness assessments, the U.S. sample tended to perform significantly better than their Italian and/or Spanish counterparts. The Italian sample outperformed the Spanish sample in all motor and fitness measures, except for aerobic fitness. Associations between motor and fitness tests were determined via Pearson correlations ranging from +/- 0.20 to 0.70. Linear regression results indicate that sex, not MC, was the strongest predictive variable for fitness outcomes. Cross-cultural differences in MC and fitness exist but it is not clear why or when these differences begin to emerge.

Human development encompasses the integration of neuromotor, psychological, social-emotional, and cognitive processes across time. This paper seeks to advance the understanding of motor and cognitive development by proposing a novel assessment paradigm. Specifically, we aim to 1) provide a conceptual bridge, based on multidisciplinary evidence, to effectively link the concurrent development of motor competence and executive functions via learning-related and exercise-related neurotrophic mechanisms, and 2) use this conceptual bridge to inform the development of novel motor-cognitive dual-task assessments that account for the role of movement task complexity, current levels of motor competence, and the continuous decision-making inherent in real-world performance environments. Traditional assessments of motor competence have focused on skillfulness using restrictive protocols that decontextualize performance and limit cognitive involvement, while motor-cognitive dual-task assessments have minimized the impacts of movement task complexity and motor competence on cognitive performance. In contrast, our approach enhances the sensitivity of motor-cognitive assessments to individual differences while enabling a more nuanced exploration of the concurrent development of motor and cognitive systems, offering valuable insights for both research and applied settings.

A dual-component intervention combining gross motor activities with social-emotional regulation was evaluated for its potential to enhance preschoolers' cognitive control, using post-error slowing (PES) as the primary measure and whether a refined PES metric could more effectively capture subtle, context-specific improvements than traditional approaches. Children (N = 29; Mage = 4.93 +/- 0.88) were assigned to intervention (n = 11) or control (n = 18). Cognitive control was assessed pre/post with the NIH Flanker task using both traditional (PESTraditional) and context-sensitive (PESRobust) calculations. Gross motor was measured with the Test of Gross Motor Development-Third Edition (TGMD-3). Linear mixed-effects models tested Time x Condition effects and Pearson correlations examined associations between changes in PES and motor outcomes. Research Findings: The intervention group showed a significant improvement in PESRobust (p = .018, g = 1.05, CLES = 0.77), but no significant change in PESTraditional (p = .786, g = -0.10, CLES = 0.47) or NIH Flanker scores (p = .933, g = -0.03, CLES = 0.49). Improvements in PESRobust were moderately correlated with gains in gross motor skill (r = 0.51, p = .006). A dual-component intervention strengthened preschoolers' ability to adapt their behavior after errors, but only when measured with a context-sensitive PES metric. Practice or Policy: Findings highlight the need for robust, context-sensitive measures in early childhood program evaluation to avoid overlooking meaningful developmental changes.

This study examined the underlying factor structure of the Supine-to-Stand and Go (STS&Go) components (Supine-to-Stand, 2m change of direction speed, 8-m running speed) and potential sex differences. Young adults (N=125, women = 33, M-age = 22.4 years) completed the STS&Go (two trials), and the fastest time (in seconds) was used. Exploratory factor analysis identified the underlying component structure of the STS&Go task, and McDonald's omega measured internal consistency. Welch's t tests compared differences between sexes. Multiple linear regression assessed the utility of the subcomponents in predicting STS&Go performance. STS&Go subcomponents significantly contributed to a single factor (60%), with strong individual factor loadings (.73-.80). Subcomponents demonstrated good internal consistency (omega = 0.82). Men demonstrated faster times than women in all tasks (p < .001). Last, multiple linear regression results indicated that the subcomponents accounted for 92.6% of the variance in performance on the STS&Go task (p<.001). Results demonstrated strong preliminary evidence of construct validity and reliability for the STS&Go task. Assessing STS&Go performance across diverse age groups is a critical next step in demonstrating its developmental validity across the lifespan.

The purpose of this study was to explore the relationship between actual and perceived motor competence (AMC and PMC) profiles and executive function (EF) in preschool-aged children. Specifically, we aimed to identify distinct profiles of AMC and PMC, examine demographic differences across these profiles, and investigate how EF (cognitive flexibility and inhibitory attention) vary across profiles. Latent profile analysis (LPA) categorized preschoolers into distinct profiles based on their AMC and PMC. The analysis included 571 children aged 3-6 years from a large rural, publicly funded early childhood center in the southeastern United States. Data on AMC were collected using the Test of Gross Motor Development-3 (TGMD-3), while PMC was assessed through a modified Pictorial Scale of Perceived Movement Skill Competence (PMSC). EF was evaluated using the NIH-Toolbox Cognition Battery, focusing on inhibitory control and cognitive flexibility. Auxiliary variable methods were used to examine the relationships between the profiles and covariates, including age, gender, race/ethnicity, and EF. Five distinct profiles were identified, revealing varying levels of alignment between AMC and PMC. Significant associations were found between these profiles and EF components. Children with more accurate self-perceptions of their motor competence exhibited higher EF levels, particularly in cognitive flexibility and inhibitory attention. Results from this study underscore the importance of fostering accurate self-assessment in young children to support both motor and cognitive development. Thus, early childhood education programs should integrate activities that promote realistic self-evaluation of motor skills, which may enhance EF and contribute to healthier developmental trajectories.

Objective: Effective skill acquisition environments are theorized to foster motor competence, promote vigorous physical activity, and facilitate cognitive development. This study examined the metabolic, motor, and cognitive characteristics of two object projection skill practice conditions, throwing and catching (TC) and kicking and receiving (KR), under both single-and dual-task formats in a diverse youth sample. Methods: Fifty children and adolescents (Mage = 11.6 +/- 3.2 years) completed four skill trials (TC, KR, dual-task TC, and dual-task KR) in a withinsubject crossover design. Metabolic equivalents of task (METs) were measured using indirect calorimetry (COSMED K5). Participants were stratified into quartiles based on skill scores (TC + KR baseline max total). Dependent variables included METs, total repetitions, ball speed, and error rates. Analyses of covariance (covariates: age, gender) assessed between-quartile differences. Results: METs exceeded vigorous thresholds (range = 10.1-11.5 METs) across all conditions. Absolute METs did not differ significantly between quartiles; however, change-from-rest values were highest in the highest performing group, especially in dual-task conditions. Quartile effects were significant for repetitions (p < .01), error rates (p < .001), and ball speed (p < .001), with the higher skilled participants demonstrating better cognitive performance (i.e., low error rates). Conclusion: Ecologically valid object control practice elicits vigorous energy expenditure regardless of skill while differentiating performance by competence. Findings support integrating motor-cognitive practice for holistic youth development.

Improving the development of the social, emotional, and physical domains during early childhood impacts the overall trajectory of a child’s well-being. However, researchers often address these independently, leaving a gap for a more integrated approach to promoting development. This study explores the effects of a dual-component intervention on changes in preschool-aged boys’ and girls’ gross motor and social–emotional skills. Preschoolers ( N = 475; girls = 220 and boys = 255) ages 3–6 years completed the 9-month dual-component intervention and were randomized into control ( n = 148) or intervention ( n = 327) groups by classroom. Significant improvements were observed in social skills, locomotor, and total Test of Gross Motor Development-3. Additionally, boys and girls improved at the same rate in ball skills, locomotor, and total Test of Gross Motor Development-3. These results suggest that the dual-component intervention can improve preschoolers’ social skills and motor skills with no differential effects.

INTRODUCTION:Secular trend of increasing musculoskeletal injuries (MSKIs) across all branches of the U.S. Military is a critical limiting factor in the effective and efficient process of preparing military personnel for combat. The need to evaluate functional capacity beyond current physical fitness test (PFT) standards is the key in understanding an individual's risk of noncombat-related injury. The purpose of this study is to evaluate the relationship between Functional Movement ScreenTM (FMS) scores, incidence of musculoskeletal injuries, and standardized PFT scores among freshman Cadets during their first 10 weeks of enrollment at a senior military college. MATERIALS AND METHODS:Eighty-two participants (72 male and 10 female participants; mage: 18.2 years) completed the FMS, an institution-specific PFT (2-min maximum pushups, 2-min maximum abdominal crunches, and 1.5 mile timed run), and an Incidence of Injury and Incidence of Pain Questionnaire. Independent t-tests, Spearman's rank correlation coefficients logistic regression analysis, and Receiver Operator Curves were performed to evaluate relationships between the study variables. RESULTS:FMS composite and PFT sex-normed total scores were higher in females (16.4, 236.1) than in males (15.0, 204.9). Ninety percent of all females reported injury or pain during the 10-week survey period compared to 48% of males. CONCLUSIONS:No significant difference between FMS scores and injury and pain was found within both sex groups. Therefore, use of the composite FMS score as an indicator for risk of injury or to predetermine PFT performance is not recommended for this study's population. The rate of incidence of injury or pain in Cadets during a 10-week enrolment period is high. Females outperformed males in the FMS and PFT and reported higher rates of injury and pain. The utility of the FMS may be limited when substantially scaled for implementation across entire military populations. Future research should evaluate performance associations of the FMS with Army Combat Fitness Test components in a population of equally distributed sex and race.

While research in specific academic disciplines has individually advanced knowledge and practice for promoting multiple aspects of health and well-being in children and adolescents, still missing is an understanding of the interconnectedness of many critical aspects of development and how to intentionally weave these factors to advance a more holistic approach. The need for a more holistic and inclusive approach to child and adolescent development is increasingly evident to promote long-term health and well-being as the overall percentage of children, adolescents, and adults who suffer from mental health disorders is increasing. To address this issue, our authorship team consists of researchers in the areas of developmental psychology, neuroscience, motor development, exercise science, and mental health. The collective ideas outlined in this paper are aligned to address the need to remove disciplinary-specific boundaries and elucidate synergistic linkages across multiple research domains that support holistic development and lifespan health and wellness. We propose a conceptual framework that comprehensively addresses the integration of physical, cognitive, psychological, social, and emotional domains of child and adolescent development. In addition, we also provide a holistic preventative approach that is aligned with a contemporary intervention structure (i.e., Multi-tiered Systems of Support) to promote, from a developmental perspective, positive trajectories of health and well-being across childhood and adolescence.

INTRODUCTION:The development of functional motor competence (FMC; i.e., neuromuscular coordination and control required to meet a wide range of movement goals) is critical to long-term development of health- and performance-related physical capacities (e.g., muscular strength and power, muscular endurance, and aerobic endurance). Secular decline in FMC among U.S. children and adolescents presents current and future challenges for recruiting prospective military personnel to successfully perform the physical demands of military duty. The purpose of the current study was to examine the relationship between FMC and physical military readiness (PMR) in a group of Cadets enrolled in an Army Reserve Officer Training Corps program. MATERIALS AND METHODS:Ninety Army Reserve Officer Training Corps Cadets from a southeastern university and a military college in the southeast (females = 22; Mage = 19.5 ± 2.5) volunteered for participation in the study. Cadets performed a battery of eight FMC assessments consisting of locomotor, object projection, and functional coordination tasks. To assess PMR, Cadets performed the Army Combat Fitness Test (ACFT).Values from all FMC assessments were standardized based on the sample and summed to create a composite FMC score. ACFT scores were assigned to Cadets based upon ACFT scoring standards. We used Pearson correlations to assess the relationships between individual FMC assessment raw scores, FMC composite scores, and total ACFT points. We also evaluated the potential impact of FMC on ACFT in the entire sample and within each gender subgroup using hierarchical linear regression. Finally, we implemented a 3 × 2 chi-squared analysis to evaluate the predictive utility of FMC level on pass/fail results on the ACFT by categorizing Cadets' composite FMC score into high (≥75th percentile) moderate (≥25th percentile and <75th percentile), and low (<25th percentile) based on the percentile ranks within the sample. ACFT pass/fail results were determined using ACFT standards, requiring a minimum of 60 points on each the ACFT subtests. RESULTS:FMC composite scores correlated strongly with total ACFT performance (r = 0.762) with individual FMC tests demonstrating weak-to-strong relationships ACFT performance (r = 0.200-0.769). FMC uniquely accounted for 15% (95% CI: -0.07 to 0.36) of the variance in ACFT scores in females (R2 = 0.516, F2,19 = 10.11, P < 0.001) and 26% (95% CI: 0.09-0.43) in males (R2 = 0.385, F2,65 = 20.37, P < 0.001), respectively, above and beyond the impact of age. The 3 × 2 chi-squared analysis demonstrated 74% of those with low, 28% with moderate, and 17% with high FMC failed the ACFT (χ2 [1, N = 90] = 27.717, V = 0.555, P < 0.001). CONCLUSION:FMC composite scores are strongly correlated with ACFT scores, and low levels of FMC were a strong predictor of ACFT failure. These data support the hypothesis that the development of sufficient FMC in childhood and adolescence may be a critical antecedent for PMR. Efforts to improve FMC in children and adolescents may increase PMR of future military recruits.

This study investigated the potential impact of a motor skill proficiency barrier on measures of cardiorespiratory (CRF) and musculoskeletal (MSF) fitness in youth. A sample of 241 youth (114 girls) aged 10 - 18 years, completed the Motor Competence Assessment battery with composite scores indexed according to age- and gender-adjusted percentile scores. Motor competence (MC) levels were categorized as low (≤ 25%tile - proficiency barrier), moderate (≥ 26%tile to < 75%tile), and high (≥ 75%tile). CRF levels (Health Risk, Needs Improvement, and Healthy) were assessed using the Fitnessgram® 20 m PACER test. Low (≤ 20%tile), moderate (≥ 21%tile to ≤ 80%tile), and high (≥ 80%tile) MSF levels were assessed using grip strength normative data. Two 3 × 3 chi-square tests were conducted to determine the probability of MC level predicting CRF and MSF levels. Results demonstrated statistically significant models for performance on both the PACER (χ2[4, N = 241] = 22.65, p < .001) and grip strength (χ2[4, N = 241] = 23.95, p < .001). Strong evidence of a proficiency barrier impacting CRF was noted, as no low skilled youth met the "Healthy" fitness zone standards for PACER performance. Evidence supporting a barrier with grip strength was not as strong, as 20.8% of youth exhibiting low MC displayed high grip strength. However, all individuals with high levels of MC demonstrated at least moderate grip strength. Results emphasize the importance of developing MC during childhood as it may provide a protective effect against unhealthy CRF and MSF across youth.HighlightsThese data support the notion of Seefeldt's (1980) proficiency barrier as it relates to CRF, as no youth demonstrating low MC met the healthy fitness zone criteria for PACER performance. The development of MC may both directly and indirectly provide a protective effect against unhealthy CRF levels across childhood and adolescence.Evidence supporting a proficiency barrier with MSF as measured by grip strength was not as strong; however, all individuals with high levels of MC demonstrated at least moderate grip strength. Thus, the development of MC may be a protective factor to mitigate low levels of MSF via enhanced neuromuscular function.Promoting the development of MC in a variety of developmentally appropriate activities and settings (e.g. MC skills practice, structured and unstructured play, and performance contexts) is important to promote positive trajectories of CRF and MSF across childhood and adolescence.

Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development-studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of 'success' in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.