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Article ; Online: The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties.

Eddy, Lucy H / Preston, Nick / Boom, Shania / Davison, Jessica / Brooks, Rob / Bingham, Daniel D / Mon-Williams, Mark / Hill, Liam J B

PloS one

2024 Volume 19, Issue 2, Page(s) e0297412

Abstract: Aim: Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties.: Methods: Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available ... ...

Abstract	Aim: Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. Methods: Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available tool (FUNMOVES). Four classes (n = 91) were scored by both researchers and teachers to evaluate inter-rater reliability. Researchers assessed 22 children using the Movement Assessment Battery for Children (MABC-2; considered to be the 'gold standard' in Europe for use as part of the diagnostic process for Developmental Coordination Disorder) to assess concurrent and predictive validity. Results: Inter-rater reliability for all individual activities within FUNMOVES ranged from 0.85-0.97 (unweighted Kappa; with 95%CI ranging from 0.77-1). For total score this was lower (κ = 0.76, 95%CI = 0.68-0.84), however when incorporating linear weighting, this improved (κ = 0.94, 95%CI = 0.89-0.99). When evaluating FUNMOVES total score against the MABC-2 total score, the specificity (1, 95%CI = 0.63-1) and positive predictive value (1; 95%CI = 0.68-1) of FUNMOVES were high, whereas sensitivity (0.57, 95%CI = 0.29-0.82) and negative predictive values (0.57, 95%CI = 0.42-0.71) were moderate. Evaluating only MABC-2 subscales which are directly related to fundamental movement skills (Aiming & Catching, and Balance) improved these values to 0.89 (95%CI = 0.52-1) and 0.93 (95%CI = 0.67-0.99) respectively. Interpretation: Teacher-led screening of fundamental movement skills (via FUNMOVES) is an effective method of identifying children with motor difficulties. Such universal screening in schools has the potential to identify movement difficulties and enable earlier intervention than the current norm.
MeSH term(s)	Child ; Humans ; Child, Preschool ; Motor Skills Disorders/diagnosis ; Motor Skills ; Reproducibility of Results ; Schools ; Movement
Language	English
Publishing date	2024-02-15
Publishing country	United States
Document type	Journal Article
ZDB-ID	2267670-3
ISSN	1932-6203 ; 1932-6203
ISSN (online)	1932-6203
ISSN	1932-6203
DOI	10.1371/journal.pone.0297412
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Article ; Online: Educational achievement to age 11 years in children born at late preterm and early term gestations.

Copper, Clare / Waterman, Amanda / Nicoletti, Cheti / Pettinger, Katherine / Sanders, Lee / Hill, Liam J B

Archives of disease in childhood

2023 Volume 108, Issue 12, Page(s) 1019–1025

Abstract: Objective: To investigate the effects of being born late preterm (LPT, 34-36 weeks' gestation) or early term (37-38 weeks) on children's educational achievement between ages 5 and 11 years.: Design: A series of observational studies of longitudinal ... ...

Abstract	Objective: To investigate the effects of being born late preterm (LPT, 34-36 weeks' gestation) or early term (37-38 weeks) on children's educational achievement between ages 5 and 11 years. Design: A series of observational studies of longitudinal linked health and education data. Setting: The Born-in-Bradford (BiB) birth cohort study, which recruited mothers during pregnancy between 2007 and 2011. Participants: The participants are children born between 2007 and 2011. Children with missing data, looked-after-children, multiple births and births post-term were excluded. The sample size varies by age according to amount of missing data, from 7860 children at age 5 years to 2386 at age 11 years (8031 at age 6 years and 5560 at age 7 years). Main outcome measures: Binary variables of whether a child reached the 'expected' level of overall educational achievement across subjects at the ages of 5, 6, 7 and 11 years. The achievement levels are measured using standardised teacher assessments and national tests. Results: Compared with full-term births (39-41 weeks), there were significantly increased adjusted odds of children born LPT, but not early term, of failing to achieve expected levels of overall educational achievement at ages 5 years (adjusted OR (aOR) 1.72,95% CI 1.34 to 2.21) and 7 years (aOR 1.46, 95% CI 1.08 to 1.97) but not at age 11 years (aOR 1.51, 95% CI 0.99 to 2.30). Being born LPT still had statistically significant effects on writing and mathematics at age 11 years. Conclusions: There is a strong association between LPT and education at age 5 years, which remains strong and statistically significant through age 11 years for mathematics but not for other key subjects.
MeSH term(s)	Infant, Newborn ; Pregnancy ; Female ; Humans ; Child, Preschool ; Child ; Infant, Premature ; Cohort Studies ; Gestational Age ; Educational Status ; Term Birth
Language	English
Publishing date	2023-09-18
Publishing country	England
Document type	Journal Article
ZDB-ID	524-1
ISSN	1468-2044 ; 0003-9888 ; 1359-2998
ISSN (online)	1468-2044
ISSN	0003-9888 ; 1359-2998
DOI	10.1136/archdischild-2023-325453
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Article ; Online: Young Children's Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status.

Armstrong-Carter, Emma / Miller, Jonas G / Hill, Liam J B / Domingue, Benjamin W

Child development

2021 Volume 92, Issue 4, Page(s) 1509–1522

Abstract: Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether ... ...

Abstract	Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children's prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood.
MeSH term(s)	Academic Success ; Altruism ; Child ; Child, Preschool ; Educational Status ; Humans ; Residence Characteristics ; Social Class
Language	English
Publishing date	2021-02-17
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	215602-7
ISSN	1467-8624 ; 0009-3920
ISSN (online)	1467-8624
ISSN	0009-3920
DOI	10.1111/cdev.13549
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Article: Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers.

Eddy, Lucy / Hill, Liam J B / Mon-Williams, Mark / Preston, Nick / Daly-Smith, Andy / Medd, Gareth / Bingham, Daniel D

Measurement in physical education and exercise science

2021 Volume 25, Issue 3, Page(s) 236–249

Abstract: Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there ...

Abstract	Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there is limited research exploring schools' capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils' FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability - few possessed knowledge of FMS (15%); Opportunity - teachers reported 30-60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation - 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.
Language	English
Publishing date	2021-05-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	2019576-X
ISSN	1532-7841 ; 1091-367X
ISSN (online)	1532-7841
ISSN	1091-367X
DOI	10.1080/1091367X.2021.1874955
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Article ; Online: Exploring the effects of demonstration and enactment in facilitating recall of instructions in working memory.

Allen, Richard J / Hill, Liam J B / Eddy, Lucy H / Waterman, Amanda H

Memory & cognition

2019 Volume 48, Issue 3, Page(s) 400–410

Abstract: Across the lifespan the ability to follow instructions is essential for the successful completion of a multitude of daily activities. This ability will often rely on the storage and processing of information in working memory, and previous research in ... ...

Abstract	Across the lifespan the ability to follow instructions is essential for the successful completion of a multitude of daily activities. This ability will often rely on the storage and processing of information in working memory, and previous research in this domain has found that self-enactment at encoding or observing other-enactment at encoding (demonstration) improves performance at recall. However, no working memory research has directly compared these manipulations. Experiment 1 explored the effects of both self-enactment and demonstration on young adults' (N=48) recall of action-object instruction sequences (e.g. 'spin the circle, tap the square'). Both manipulations improved recall, with demonstration providing relatively larger boosts to performance across conditions. More detailed analyses suggested that this improvement was driven by improving the representations of actions, rather than objects, in these action-object sequences. Experiment 2 (N=24) explored this further, removing the objects from the physical environment and comparing partial demonstration (i.e. action-only or object-only) with no or full demonstration. The results showed that partial demonstration only benefitted features that were demonstrated, while full demonstration improved memory for actions, objects and their pairings. Overall these experiments indicate how self-enactment, and particularly demonstration, can benefit verbal recall of instruction sequences through the engagement of visuo-motor processes that provide additional forms of coding to support working memory performance.
MeSH term(s)	Adult ; Female ; Humans ; Male ; Memory, Short-Term/physiology ; Mental Recall/physiology ; Motor Activity/physiology ; Speech Perception/physiology ; Visual Perception/physiology ; Young Adult
Language	English
Publishing date	2019-11-26
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	185691-1
ISSN	1532-5946 ; 0090-502X
ISSN (online)	1532-5946
ISSN	0090-502X
DOI	10.3758/s13421-019-00978-6
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Article ; Online: The Earliest Origins of Genetic Nurture: The Prenatal Environment Mediates the Association Between Maternal Genetics and Child Development.

Armstrong-Carter, Emma / Trejo, Sam / Hill, Liam J B / Crossley, Kirsty L / Mason, Dan / Domingue, Benjamin W

Psychological science

2020 Volume 31, Issue 7, Page(s) 781–791

Abstract: Observed genetic associations with educational attainment may be due to direct or indirect genetic influences. Recent work ... ...

Abstract	Observed genetic associations with educational attainment may be due to direct or indirect genetic influences. Recent work highlights
MeSH term(s)	Academic Performance ; Child ; Child Development ; Child, Preschool ; Educational Status ; Female ; Gene-Environment Interaction ; Humans ; Linear Models ; Male ; Mother-Child Relations ; Mothers/psychology ; Parenting/psychology ; Parents/psychology ; Pregnancy
Language	English
Publishing date	2020-06-02
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	2022256-7
ISSN	1467-9280 ; 0956-7976
ISSN (online)	1467-9280
ISSN	0956-7976
DOI	10.1177/0956797620917209
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Article ; Online: Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis.

Eddy, Lucy H / Preston, Nick / Mon-Williams, Mark / Bingham, Daniel D / Atkinson, Jo M C / Ellingham-Khan, Marsha / Otteslev, Ava / Hill, Liam J B

PloS one

2021 Volume 16, Issue 4, Page(s) e0250002

Abstract: Background: A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great ... ...

Abstract	Background: A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great potential for universal screening of FMS in schools, but research has established that current assessment tools are not fit for purpose. Objective: To develop and validate the psychometric properties of a FMS assessment tool designed specifically to meet the demands of universal screening in schools. Methods: A working group consisting of academics from developmental psychology, public health and behavioural epidemiology developed an assessment tool (FUNMOVES) based on theory and prior evidence. Over three studies, 814 children aged 4 to 11 years were assessed in school using FUNMOVES. Rasch analysis was used to evaluate structural validity and modifications were then made to FUNMOVES activities after each study based on Rasch results and implementation fidelity. Results: The initial Rasch analysis found numerous psychometric problems including multidimensionality, disordered thresholds, local dependency, and misfitting items. Study 2 showed a unidimensional measure, with acceptable internal consistency and no local dependency, but that did not fit the Rasch model. Performance on a jumping task was misfitting, and there were issues with disordered thresholds (for jumping, hopping and balance tasks). Study 3 revealed a unidimensional assessment tool with good fit to the Rasch model, and no further issues, once jumping and hopping scoring were modified. Implications: The finalised version of FUNMOVES (after three iterations) meets standards for accurate measurement, is free and able to assess a whole class in under an hour using resources available in schools. Thus FUNMOVES has the potential to allow schools to efficiently screen FMS to ensure that targeted support can be provided and disability barriers removed.
MeSH term(s)	Child ; Child, Preschool ; Female ; Humans ; Male ; Movement/physiology ; Pilot Projects ; Postural Balance ; Psychometrics/methods ; Reproducibility of Results ; Running ; Schools
Language	English
Publishing date	2021-04-16
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2267670-3
ISSN	1932-6203 ; 1932-6203
ISSN (online)	1932-6203
ISSN	1932-6203
DOI	10.1371/journal.pone.0250002
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Article ; Online: A systematic review of randomized and case-controlled trials investigating the effectiveness of school-based motor skill interventions in 3- to 12-year-old children.

Eddy, Lucy H / Wood, Megan L / Shire, Katy A / Bingham, Daniel D / Bonnick, Emma / Creaser, Amy / Mon-Williams, Mark / Hill, Liam J B

Child: care, health and development

2019 Volume 45, Issue 6, Page(s) 773–790

Abstract: Background: Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative ... ...

Abstract	Background: Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Method: Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Results: Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Conclusions: Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.
MeSH term(s)	Case-Control Studies ; Child ; Child, Preschool ; Evidence-Based Practice ; Female ; Humans ; Male ; Motor Disorders/diagnosis ; Motor Disorders/physiopathology ; Motor Disorders/rehabilitation ; Motor Skills/physiology ; Physical Education and Training/methods ; Randomized Controlled Trials as Topic ; School Health Services ; Treatment Outcome
Language	English
Publishing date	2019-08-16
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Systematic Review
ZDB-ID	223039-2
ISSN	1365-2214 ; 0305-1862
ISSN (online)	1365-2214
ISSN	0305-1862
DOI	10.1111/cch.12712
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Article ; Online: Starting school: educational development as a function of age of entry and prematurity.

Pettinger, Katherine J / Kelly, Brian / Sheldon, Trevor A / Mon-Williams, Mark / Wright, John / Hill, Liam J B

Archives of disease in childhood

2019 Volume 105, Issue 2, Page(s) 160–165

Abstract: Objective: To estimate the impact on early development of prematurity and summer birth and the potential 'double disadvantage' created by starting school a year earlier than anticipated during pregnancy, due to being born preterm.: Design, setting and ...

Abstract	Objective: To estimate the impact on early development of prematurity and summer birth and the potential 'double disadvantage' created by starting school a year earlier than anticipated during pregnancy, due to being born preterm. Design, setting and patients: We investigated the impact of gestational and school-entry age on the likelihood of failing to achieve a 'Good Level of Development' (GLD) on the Early Years Foundation Stage Profile in 5-year-old children born moderate-to-late preterm using data from the Born in Bradford longitudinal birth cohort. We used hierarchical logistic regression to control for chronological maturity, and perinatal and socioeconomic factors. Results: Gestational age and school-entry age were significant predictors of attaining a GLD in the 10 337 children who entered school in the correct academic year given their estimated date of delivery. The odds of not attaining a GLD increased by 1.09 (95% CI 1.06 to 1.11) for each successive week born early and by 1.17 for each month younger within the year group (95% CI 1.16 to 1.18). There was no interaction between these two effects. Children starting school a year earlier than anticipated during pregnancy were less likely to achieve a GLD compared with (1) other children born preterm (fully adjusted OR 5.51 (2.85-14.25)); (2) term summer births (3.02 (1.49-6.79)); and (3) preterm summer births who remained within their anticipated school-entry year (3.64 (1.27-11.48)). Conclusions: These results confirm the developmental risks faced by children born moderate-to-late preterm, and-for the first time-illustrate the increased risk associated with 'double disadvantage'.
MeSH term(s)	Academic Performance ; Age Factors ; Child, Preschool ; Cohort Studies ; Female ; Gestational Age ; Humans ; Infant, Premature/growth & development ; Male ; Risk Assessment ; Schools
Language	English
Publishing date	2019-08-13
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	524-1
ISSN	1468-2044 ; 0003-9888 ; 1359-2998
ISSN (online)	1468-2044
ISSN	0003-9888 ; 1359-2998
DOI	10.1136/archdischild-2019-317124
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Article ; Online: Lags in measuring eye-hand coordination.

Hill, Liam J B / Culmer, Peter R / Mon-Williams, Mark

Journal of neuroscience methods

2014 Volume 232, Page(s) 150–151

Abstract: We challenge a number of the claims for novelty and innovation made in a recent published paper (Lee et al., 2014) with regard to a computerised methodology that these authors present for assessing eye-hand coordination (EHC). Published work on similar ... ...

Abstract	We challenge a number of the claims for novelty and innovation made in a recent published paper (Lee et al., 2014) with regard to a computerised methodology that these authors present for assessing eye-hand coordination (EHC). Published work on similar pre-existing computerised systems is discussed and arguments made for these alternative systems being equal, if not superior, in terms of their innovativeness. The commentary does not dispute the usefulness of systems such as the one described by Lee et al. Rather, in the interests of scholarship it provides an accompanying insight into the significant scholarly contributions previously, and contemporaneously, being made by other research groups working in this area.
MeSH term(s)	Child ; Child Development/physiology ; Diagnosis, Computer-Assisted ; Eye ; Hand/physiology ; Humans ; Psychomotor Performance/physiology
Language	English
Publishing date	2014-07-30
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	282721-9
ISSN	1872-678X ; 0165-0270
ISSN (online)	1872-678X
ISSN	0165-0270
DOI	10.1016/j.jneumeth.2014.05.016
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