title: Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.
abstract: OBJECTIVE
  Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group.
  
  
  METHODS
  This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting.
  
  
  METHODS
  A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence.
  
  
  RESULTS
  Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination.
  
  
  CONCLUSIONS
  Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills.
authors.affiliation: Liverpool John Moores University, United Kingdom; Institute of Sport Exercise and Active Living, Victoria University, Australia. Electronic address: james.rudd@vu.edu.au.
authors.forename: James R
authors.initials: JR
authors.lastname: Rudd
authors.affiliation: Faculty of Health, School of Health and Social Development, Deakin University, Australia.
authors.forename: Lisa M
authors.initials: LM
authors.lastname: Barnett
authors.affiliation: Institute of Sport Exercise and Active Living, Victoria University, Australia; Movement Science, Australian Institute of Sport, Australia.
authors.forename: Damian
authors.initials: D
authors.lastname: Farrow
authors.affiliation: Institute of Sport Exercise and Active Living, Victoria University, Australia.
authors.forename: Jason
authors.initials: J
authors.lastname: Berry
authors.affiliation: Department of Sport and Physical Activity, Bournemouth University, United Kingdom.
authors.forename: Erika
authors.initials: E
authors.lastname: Borkoles
authors.affiliation: Psychology Department, Bournemouth University, United Kingdom.
authors.forename: Remco
authors.initials: R
authors.lastname: Polman
mesh_terms: D016022:Case-Control Studies; D002648:Child; D003479:Curriculum; D005260:Female; D006173:Gymnastics; D006801:Humans; D008297:Male; D009043:Motor Activity; D009048:Motor Skills; D065228:Non-Randomized Controlled Trials as Topic; D010806:Physical Education and Training
keywords: Fundamental movement skills; KTK; Physical education; Primary school; Stability skills; TGMD-2