Effectiveness of motor skill intervention varies based on implementation strategy

Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors.

Purpose: The purpose of this study was to examine the effects of a motor skill intervention delivered by expert and novice teachers via direct or indirect pedagogical strategy on the object control and locomotor skills of young children.

Participants and setting: Participants included children (N?=?109) aged 40–67 months (M_age?=?54 months, SD?=?7 months) enrolled in an early years center for children who are socioeconomically disadvantaged in the United States.

Data collection: Children participated in one of five instructional conditions (expert-led direct, expert-led indirect, novice-led direct, novice-led indirect, and control). Expert and preservice physical education teachers implemented the Successful Kinesthetic Instruction for Preschoolers (SKIP) motor skill program twice weekly for 6 weeks (360?min of instruction). Children in all experimental conditions (n?=?69) received ‘business as usual’ free play on nonintervention days. Children in the control condition (n?=?40) received the ‘business as usual’ free play 5 days weekly throughout the entirety of the intervention. Children completed the Test of Gross Motor Development-2 during the pretest and the posttest.

Data analysis: For object control and locomotor skills, we conducted two, separate, one-way ANOVAs at the pretest to determine condition differences. We then calculated two separate, five conditions × two times repeated-measures ANOVAs to determine the effects of SKIP on both object control and locomotor skills. Tukey post hoc analyses confirmed posttest differences among the conditions.

Findings: There were no significant differences among conditions at the pretest (locomotor, p?=?.347–.969; object control, p?=?.143–.918). For object control skills, there were significant main effects for time (F[1, 104]?=?83.92, p?.001, η²?=?.45) and condition (F[4, 104]?=?6.39, p?<?.001, η²?=?.20) as well as a significant time by condition interaction (F[4, 104]?=?22.36, p?<?.001, η²?=?.45). For locomotor skills, there was a significant main effect for time (F[1, 104]?=?41.25, p?<?.001, η²?=?.28) but not for condition (F[4, 104]?=?2.20 p?<?.074, η²?=?.08). There was a significant time by condition interaction (F[1, 104]?=?18.68, p?<?.001, η²?=?.42). Experts, regardless of strategy, showed significantly greater improvements (p?<?.001) than novice and control conditions for locomotor skills. For object control skills, experts (all conditions) and novice-direct demonstrated significantly (p?<?.001) greater gains than the control and novice-indirect conditions.

Conclusion: Young children from disadvantaged settings demonstrated developmental delays with FMS. Motor skill intervention was effective with remediating their delays. Novice teachers with limited physical education experience should begin teaching object control skills via direct instruction. Experts can choose either direct or indirect instructional strategies. Future research should investigate the implications of scaffolding locomotor skills and indirect pedagogical strategies for novice teachers.     

Who SKIPS? Using Temperament to Explain Differential Outcomes of a Motor Competence Intervention for Preschoolers

Purpose: Although motor skill interventions often improve fundamental motor skills (FMS) during preschool, the extent of individual children’s success in development of FMS still varies among children receiving the same intervention. Temperament is multifaceted and includes negative affect (high levels of frustration or anger), effortful control (focus, self-regulation, and concentration), and surgency (energy and activity level). Temperament often influences cognitive, social, and behavioral outcomes and may be a significant factor in the development of FMS. The purpose of this study was to examine the influence of temperament on children’s improvement in FMS within a gross motor intervention. Method: Participants (N = 80; M_age = 55.36 months, SD = 6.99 months) completed the Test of Gross Motor Development-Second Edition prior to and after intervention. Teachers completed the Child Behavior Questionnaire-Very Short Form to examine each child’s temperament. To account for possibility of a Type 1 error, we conducted 6 separate 2 (temperament variable: high, low) × 2 (treatment: intervention, control) analyses of covariance and examined posttest scores for locomotor and object-control skills with pretest scores as covariates among participants with high and low surgency, negative affect, and effortful control. Results: Results revealed children with low levels of negative affect and surgency and high levels of effortful control demonstrated greater gains (η_p² = .05–.34) in both locomotor and object-control skills during motor skill intervention compared with their peers. Conclusion: Providing interventions tailored to temperamental profiles could maximize gains in FMS through intervention.     

Fundamental motor skills: A systematic review of terminology

The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term “fundamental motor or movement skill” in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the “building blocks” (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS.     

Effects of a kindergarten-based,family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

This study targeted to examine the effect of the ToyBox-intervention, a kindergarten-based, family-involved intervention, aiming to improve preschooler’s energy-related behaviours (e.g., physical activity) on motor performance ability. Physical activity sessions, classroom activities, environmental changes and tools for parents were the components of the 1-year intervention. The intervention and control were cluster-randomised, and children’s anthropometry and two motor test items (jumping from side to side, JSS and standing long jump, SLJ) were assessed. A total of 1293 (4.6 ± 0.69 years; 52% boys) from 45 kindergartens in Germany were included (intervention, n = 863; control, n = 430). The effect was assessed using generalised estimating equation. The intervention group showed a better improvement in JSS (Estimate 2.19 jumps, P = 0.01) and tended to improve better in SLJ (Estimate 2.73 cm, P = 0.08). The intervention was more effective in boys with respect to SLJ (P of interaction effect = 0.01). Children aged <4.5 years did not show a significant benefit while older children improved (JSS, Estimate 3.38 jumps, P = 0.004; SLJ, Estimate 4.18 cm, P = 0.04). Children with low socio-economic status improved in JSS (Estimate 5.98 jumps, P = 0.0001). The ToyBox-intervention offers an effective strategy to improve specific components of motor performance ability in early childhood. Future programmes should consider additional strategies specifically targeting girls and younger aged children.

Abbreviations: BMI: body mass index; SES: socio-economic status; JSS: jumping from side to side; SLJ: standing long jump; SD: standard deviation; GEE: generalised estimating equation     

Revealing the decision-making of dribbling in the sport of futsal

ABSTRACT

This study aimed to investigate why futsal players decide to dribble. For this purpose, we analysed 396 trials comprising the dribbles (n = 132), passes (n = 131) or shots (n = 133), performed by 70 male futsal players. Passing and shooting angles, and interpersonal distance, including their rates of change (velocity and variability), were regarded as measures of interpersonal coordination tendency and a comparison was made among dribbling, passing and shooting situations. In addition, the variables identified as constraints on deciding to dribble were analysed in relation to age categories, dribbling outcomes and futsal court zone. Results revealed that passing and shooting angles, and interpersonal distance showed higher variability in dribbling than in passing and shooting situations. The findings allowed us to conclude that decision-making on dribbling was influenced by the variabilities of passing angles as well as shooting and interpersonal distance, and that success in dribbling was affected by the variability of interpersonal distance. Such variabilities were interpreted concerning their meaning of risk and/or uncertainty in the execution of motor skills.     

Blunted Myoglobin and Quadriceps Soreness After Electrical Stimulation During the Luteal Phase or Oral Contraception

Purpose: Acute muscle damage after exercise triggers subsequent regeneration, leading to hypertrophy and increased strength after repeated exercise. It has been debated whether acute exercise-induced muscle damage is altered under various premenopausal estrogen conditions. Acute contraction-induced muscle damage was compared during exogenous (oral contraceptive, OC), endogenous (luteal phase, HI), or low (menses, LO) estrogen in healthy young women aged 21 to 30 years old. Methods: Women (OC, n = 9; HI, n = 9; LO, n = 8; total N = 26) performed 1 neuromuscular electrical stimulation (NMES) bout. Soreness, measured via visual analog scale and the Likert Scale of Muscle Soreness for Lower Limb (LSMSLL), quadriceps strength, and plasma myoglobin (Mb), interleukin (IL)-6, IL-8, and granulocyte-colony stimulating factor were measured before and after NMES. Results: NMES performance was similar across groups. Meaningful within-group increases in Mb (effect size [ES] = 1.12) and IL-8 (ES = 0.38) occurred in LO; ES for HI and OC were trivial. ES of the between-group difference in change was moderate for Mb (LO vs. HI = 1.15) and IL-8 (LO vs. HI = 0.86; LO vs. OC = 0.73). 17-β estradiol correlated moderately and negatively with Mb relative change (r = –.52, p < .05). LO had ~5% greater strength loss than OC and HI. The mean change score for the LSMSLL 2 days post-NMES was clinically greater in LO than OC or HI. Conclusions: Acute NMES-induced indicators of muscle fiber damage and qualitative muscle soreness may be attenuated during the luteal phase or active OC pill consumption compared with the menstrual phase.     

Improvement of darts performance following lucid dream practice depends on the number of distractions while rehearsing within the dream – a sleep laboratory pilot study

In a lucid dream, the dreamer is aware of the dream state and can deliberately practice motor skills. Two field studies indicated that lucid dream practice can improve waking performance in simple motor tasks. The present pilot study investigated the effect of lucid dream practice in a controlled sleep laboratory setting, using a pre-post design with dart throwing in the evening and morning. The experimental group practiced darts in lucid dreams. Because some participants were distracted during lucid dream practice, the group was divided into lucid dreamers with few (n = 4) and many distractions (n = 5). Change of performance was compared to a physical practice group (n = 9) and a control group (n = 9), showing a significant interaction (P = .013, η² = .368). Only the lucid dreamers with few distractions improved (18%) significantly over time (P = .005, d = 3.84). Even though these results have to be considered preliminary, the present study indicates that lucid dream practice can be an effective tool in sports practice if lucid dreamers find ways to minimise distractions during lucid dream practice. Moreover, the study emphasises the necessity to investigate lucid dream practice experiences on a qualitative level.     

Does a perceptuomotor skills assessment have added value to detect talent for table tennis in primary school children?

ABSTRACT

Talent detection intends to support lifelong sports participation, reduce dropouts and stimulate sports at the elite level. For this purpose it is important to reveal the specific profile which directs children to the sports that connect to their strengths and preferences. This study evaluated a perceptuomotor skills assessment as part of talent detection for table tennis, a sport in which perceptuomotor skills are considered essential to cope with the difficult technical aspects. Primary school children (n = 121) and gifted young table tennis players (n = 146) were assessed using the Dutch perceptuomotor skills assessment measuring “ball control” and “gross motor function”. A discriminant function analysis confirmed the added value by identifying primary school children fitting the table tennis perceptuomotor profile of the young gifted table tennis players (28%). General linear model analyses for the assessment’s individual test items showed that the table tennis players outperformed their primary school peers on all “ball control” items (P < 0.001). In conclusion, the assessment appears to be of added value for talent detection in table tennis at this young age. Longitudinal studies need to reveal the predictive value for sports participation and elite sports.     

Fundamental Movement Skill Proficiency and Health Among a Cohort of Irish Primary School Children

Purpose: This study aimed to investigate the relationship between fundamental movement skills (FMS) and markers of health among a cohort of Irish primary school children. Methods: Participants (N = 296, mean age: 7.99 ± 2.02 years) were senior infant (n = 149, mean age: 6.02 ± 0.39 years) and 4th class (n = 147, mean age: 9.97 ± 0.40 years) students from three primary schools in Cork, Ireland. FMS proficiency (TGMD-2) and markers of health (BMI percentile, waist circumference percentile, blood pressure percentiles, resting heart rate, cardiorespiratory fitness, objectively measured physical activity; PA) measurements were recorded. Correlation and hierarchical stepwise multiple linear regression analyses were conducted to investigate the relationship between FMS and markers of health. Results: A small, positive relationship was found between FMS (Gross Motor Quotient; GMQ) and cardiorespiratory fitness with small negative correlations between GMQ and 550 m time SDS among 6-year-olds (r(129) = ?.286, p < .05) and 10-year-olds (r(132) = ?.340, p < .05). A moderate, positive correlation was found between GMQ and light PA (r(71) = .400, p < .05). Small positive correlations were revealed between GMQ and moderate PA (r(71) = .259, p < .05) and between GMQ and total PA (r(71) = .355, p < .05). After adjusting for age, sex, the interaction effect of age and sex, and school attended, FMS explained 15.9% and 24.8% of the variance in 550 m time SDS among 6- and 10-year-olds, respectively, and 6% and 6.5% of the variance in light PA and moderate PA, respectively. After adjusting for age and sex, FMS explained 11.6% of the variance in total PA. Conclusion: A wide range of FMS is important for children’s cardiorespiratory fitness and PA.     

Individual Differences Influencing Immediate Effects of Internal and External Focus Instructions on Children’s Motor Performance

Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor control, and task-specific focus preferences on performance with an internal and external focus of attention in children. Methods: Twenty-five children practiced a golf putting task in both an internal focus condition and external focus condition. Performance was defined as the average distance toward the hole in 3 blocks of 10 trials. Task-specific focus preference was determined by asking how much effort it took to apply the instruction in each condition. In addition, working memory capacity and conscious motor control were assessed. Results: Children improved performance in both the internal focus condition and external focus condition (?_p² = .47), with no difference between conditions (?_p² = .01). Task-specific focus preference was the only factor moderately related to the difference between performance with an internal focus and performance with an external focus (r = .56), indicating better performance for the preferred instruction in Block 3. Conclusion: Children can benefit from instruction with both an internal and external focus of attention to improve short-term motor performance. Individual, task-specific focus preference influenced the effect of the instructions, with children performing better with their preferred focus. The results highlight that individual differences are a key factor in the effectiveness in children’s motor performance. The precise mechanisms underpinning this effect warrant further research.     

Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood

Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.     

Parental Support and Objectively Measured Physical Activity in Children: A Yearlong Cluster-Randomized Controlled Efficacy Trial

Purpose: We studied whether physical activity (PA) counseling for parents influenced the level of parental support of children’s PA and leisure-time PA in children of different levels of initial parental support. We hypothesized that the initial level of parental support would moderate the intervention efficacy. Method: Children (n = 44, M_age = 6.09 ± 1.17 years) and their parents (n = 61) randomly assigned to an intervention group received counseling for 6 months. Children in the control group (n = 47, M_age = 6.12 ± 1.11 years) and their parents (n = 63) did not receive any counseling. Parental support was assessed using the Family Physical Activity Environment Questionnaire, and children’s leisure-time PA was recorded using triaxial accelerometers at baseline, at 6 months, and at 12 months. The efficacy of the intervention was tested by linear mixed-effects modeling adjusted for confounding variables (Model 1) and additionally for children’s participation in organized PA or sports (Model 2). Results: Parents within the lowest initial parental support intervention tertile significantly increased their support, and their children’s mean level of leisure-time PA significantly improved compared with the corresponding controls during the counseling period. On the other hand, intervention was found to have an unfavorable influence especially in the PA of children of initially highly supportive parents. Conclusion: Targeting PA counseling for parents with low support of their children’s PA could contribute to better family-based PA counseling efficacy.     

Bringing objectivity to motor skill assessment in children

ABSTRACT

The study purpose was to use Inertial Measurement Units (IMUs) to objectively assess children’s motor competence in seven movement skills. Fourteen children aged from seven to 12 years (M = 9.64) participated. Children were asked to perform up to 10 trials of each skill. Children performed the skills, which were captured by XSENS MVN Awinda wireless motion capture, and video. Skills were assessed from video as per the criteria from the Test of Gross Motor Development 3. Initially, 17 IMU sensors were used for signal processing, but this was restricted to four sensors (wrists and ankles) to be more feasible for field assessment. Results of the signal testing against its modelled “Good” signal, showed the skip was classified correctly each time, as was the sidestep. Accuracy % rates for each skill were: kick (95.2), catch (95.0), throw (80.5), jump (78.9), and hop (76.9). Using signal processing-based methods via four sensors was a reliable and feasible way to assess seven motor skills in children. This approach means monitoring and assessment of children’s skills can be objective, which will potentially reduce the time involved in motor skill assessment and analysis for research, clinical, sport and education purposes.     

Validity of an Athletic Skills Track among 6- to 12-year-old children

The purpose of this study was to examine the feasibility and validity of an Athletic Skills Track (AST) to assess fundamental movement skills among 6- to 12-year-old children in a physical education setting. Four hundred sixty-three Dutch children (211 girls, 252 boys) completed three tests: the Körperkoordinationstest für Kinder (KTK) and two Athletic Skills Tracks (AST-1, AST-2). The validity of AST-1 and AST-2 was examined by correlating the time (s) needed to complete the tracks and the KTK Motor Quotient (MQ).

Overall, there was a low correlation between AST-1 and the KTK MQ (r = –0.474 (P < 0.01)) and a moderate correlation between AST-2 and the KTK MQ (r = –0.502 (P < 0.01)). When split up by age group the associations were much higher and ranged between r = –0.469 and r = –0.767), with the exception of the low correlation coefficient of the AST-2 in 7-year-olds. The results indicate that fundamental movement skills of 6- to 12-year-old children can be assessed with a quick, convenient and low-cost motor competence test in a physical education setting, i.e., an Athletic Skills Track. Future studies should further assess the reliability, discriminative ability and validity of age-specific versions of the AST.     

Validity and reliability evidence for motor competence assessments in children and adolescents: A systematic review

ABSTRACT

Valid and reliable tests of motor competence are necessary to allow researchers and practitioners to quantify levels of motor competence, identify skill deficiencies, and determine the effectiveness of motor skill interventions. The primary study aim was to systematically review the validity and reliability of scores derived from gross motor competence tests for typically developing child and adolescent populations. The secondary aim of this review was to identify the most prevalent motor skills assessed across all instruments. A search of seven electronic databases identified 57 different skill assessment tools from 107 studies. Construct validity was the most common measurement property examined (60 studies; 56%). Content validity (21 studies; 20%) was the least commonly explored measurement property. Scores derived from the Test of Gross Motor Development – second and third edition had the most support for validity and reliability. The most common skills included in these skill batteries were the overhand throw (n = 33), catch (n = 32), jump (n = 31) and hop (n = 26). Research efforts should focus on: (1) further investigation of measurement properties of existing tools rather than developing new assessments and (2) further investigation of existing tools and their measurement properties in adolescent populations.     

Mastery and exercise play interventions: motor skill development and verbal recall of children with and without disabilities

Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.     

Correlations between Success in Student Teaching and Success on the Job

Purpose: This exploratory study examined the notion of Seefeldt's (1980) hypothesized motor skill “proficiency barrier” related to composite levels of health-related physical fitness (HRF) in young adults. Method: A motor skill competence (MSC) index composed of maximum throwing and kicking speed and jumping distance in 187 young adults aged 18 to 25 years old was evaluated against a composite index of 5 health-related fitness (HRF) test scores. MSC (high, moderate, and low) and HRF indexes (good, fair, and poor) were categorized according to normative fitness percentile ranges. 2 separate 3-way chi-square analyses were conducted to determine the probabilities of skill predicting fitness and fitness predicting skill. Results: Most correlations among HRF and MSC variables by gender demonstrated low-to-moderate positive correlations in both men (12/15; r = .23–.58) and women (14/15; r = .21–.53). Chi-square analyses for the total sample, using composite indexes, demonstrated statistically significant predictive models, χ ² (1, N = 187) = 66.99, p < .001, Cramer's V = .42. Only 3.1% of low-skilled (2 of 65) individuals were classified as having a “good” HRF. Only 1 participant (out of 65) who demonstrated high MSC was classified as having “poor” HRF (1.5%). Conclusion: Although individual correlations among individual MSC and HRF measures were low to moderate, these data provide indirect evidence for the possibility of a motor skill “proficiency barrier” as indicated by low composite HRF levels. This study may generate future research to address the proficiency barrier hypothesis in youth as well as adults.     

Effectiveness of Physical Activity Interventions for Preschoolers: A Meta-Analysis

Purpose: The purpose of the meta-analysis was to examine the effectiveness of physical activity interventions on physical activity participation among preschoolers. A secondary purpose was to investigate the influence of several possible moderator variables (e.g., intervention length, location, leadership, type) on moderate-to-vigorous physical activity (MVPA). Method: Nine databases were systematically searched for physical activity interventions. Studies were included if they contained statistics necessary to compute an effect size (ES), were written in or translated into English, examined physical activity in preschoolers, incorporated a physical activity intervention, and targeted preschool-aged children. Fifteen studies satisfied these criteria. ESs were calculated using a random-effects model. Results: Results indicated that overall, interventions had a small-to-moderate effect on general physical activity (Hedges g = 0.44, p < .05, n = 73 ESs) and a moderate effect on MVPA (Hedges g = 0.51, p < .05, n = 39 ESs). The greatest effects for MVPA were identified for interventions that were less than 4 weeks in duration, were offered in an early-learning environment, were led by teachers, involved outdoor activity, and incorporated unstructured activity. Conclusions: This meta-analysis provides an overview and synthesis of physical activity interventions and highlights effective strategies for future interventions aimed at increasing physical activity levels among preschoolers.