***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Objective To assess whether a physical activity intervention reduces body mass index in young children . Design Cluster r and omised controlled single blinded trial over 12 months . Setting Thirty six nurseries in Glasgow , Scotl and . Participants 545 children in their preschool year , mean age 4.2 years ( SD 0.2 ) at baseline . Intervention Enhanced physical activity programme in nursery ( three 30 minute sessions a week over 24 weeks ) plus home based health education aim ed at increasing physical activity through play and reducing sedentary behaviour . Main outcome measure Body mass index , expressed as a st and ard deviation score relative to UK 1990 reference data . Secondary measures were objective ly measured physical activity and sedentary behaviour ; fundamental movement skills ; and evaluation of the process . Results Group allocation had no significant effect on the primary outcome measure at six and 12 months or on measures of physical activity and sedentary behaviour by accelerometry . Children in the intervention group had significantly higher performance in movement skills tests than control children at six month follow-up ( P=0.0027 ; 95 % confidence interval 0.3 to 1.3 ) after adjustment for sex and baseline performance . Conclusions Physical activity can significantly improve motor skills but did not reduce body mass index in young children in this trial . Trial registration Current Controlled Trials IS RCT N36363490 Mastery of fundamental motor skills among children and adolescents is a potentially important contribution to satisfying participation in sports , games and other physical activities and may enhance the development of an active lifestyle . However , few attempts have been made to determine the prevalence of fundamental motor skill mastery among young Australians . The NSW Schools Fitness and Physical Activity Survey , 1997 ( N = 5518 ) r and omly selected schools proportionally from all three education sectors and selected students in Years 4 , 6 , 8 and 10 . Performance on six fundamental motor skills ( run , vertical jump , catch , overh and throw , foreh and strike and kick ) was assessed qualitatively . The prevalence of mastery and near mastery of each skill and mastery of each skill component is reported for boys and girls in each school year . The findings indicate that the prevalence of mastery and near mastery of each of the fundamental motor skills was generally low . There were no differences between students from urban or rural schools and the prevalence of skill mastery was directly associated with socioeconomic status more consistently among girls than among boys . Greater curriculum time and resourcing and training of teachers is required to increase the proportion of students who have mastered the skills fundamental to common sports , games and other physical activities In 1982 , Halverson , Roberton , and Langendorfer published longitudinal data on forceful overarm throwing .  They described the changing ball velocities of 39 children followed as 6-,7-,8- , and 13-year-olds . They also provided descriptions of the qualitatively different movements or " developmental levels " that appeared in the children over time . These data have since been analyzed in various ways ( cf . , Langendorfer & Roberton , 2002 ; Roberton & Konczak , 2001 ) , yielding considerable information on how children 's throws change with time . The data on the children as 13-year-olds remain the only published descriptions available of the overarm throwing movements of teenage children . While the data have been extremely useful , we wondered whether theywere stillaccurate descriptors of throwingfor contemporarychildren . In particular , the 1982 data revealed that boys and girls differed considerably in both their throwing ball velocities and their movement developmentallevels . In 1982 the 13-year-old boys  threw on average 21.65 ft/s ( 6.6 m/s ) faster than the 13-yearold girls . The boys were the equivalent of 5 " developmental years " ahead of the girls in both ball velocity and movement development ( Halverson et al. , 1982 , p.198 ) . While longitudinal data are prized for the information they give on change over time , the repeated measures can act as practice bouts , potentially Fundamental movement skills form the foundation for many of the specific motor skills employed in popular sports and leisure activities . Little data exist on the prevalence and socioeconomic distribution of fundamental movement skill mastery among young children in Australia . This study process-assessed performance on six fundamental movement skills in a r and omly selected sample of students from Years 1 through 3 in the Sydney metropolitan area of New South Wales . The prevalence and sociodemographic distribution of mastery and near mastery for each skill and each skill component is reported for boys and girls in each school year . The findings revealed that the prevalence of mastery and near mastery of each of fundamental movement skill was generally low . Boys performed significantly better than girls in the run and in the four object-control skills ( throw , catch , kick , and strike ) whilst girls performed better than boys in the skip . There was no consistent association between prevalence of skill mastery and socio-economic status ( SES ) , with only the kick and vertical jump for boys and catch , dodge , and vertical jump for girls differing across SES tertiles . Based on these results , we recommend that adequate curriculum time , re sources , and professional development continue to be devoted to fundamental movement skills in NSW primary schools PURPOSE To test for relationships between objective ly measured habitual physical activity and fundamental movement skills in a relatively large and representative sample of preschool children . METHODS Physical activity was measured over 6 d using the Computer Science and Applications ( CSA ) accelerometer in 394 boys and girls ( mean age 4.2 , SD 0.5 yr ) . Children were scored on 15 fundamental movement skills , based on the Movement Assessment Battery , by a single observer . RESULTS Total physical activity ( r=0.10 , P<0.05 ) and percent time spent in moderate to vigorous physical activity ( MVPA ) ( r=0.18 , P<0.001 ) were significantly correlated with total movement skills score . Time spent in light-intensity physical activity was not significantly correlated with motor skills score ( r=0.02 , P>0.05 ) . CONCLUSIONS In this sample and setting , fundamental movement skills were significantly associated with habitual physical activity , but the association between the two variables was weak . The present study questions whether the widely assumed relationships between motor skills and habitual physical activity actually exist in young children BACKGROUND Physical education ( PE ) lessons are an ideal setting to improve child fundamental movement skills ( FMSs ) and increase physical activity ( PA ) for optimal health . Despite this , few studies have assessed the potential to do both simultaneously . The " Move It Groove It " primary school intervention in New South Wales , Australia , had this opportunity . METHODS A whole school approach to implementation included establishment of school project teams , a teacher " buddy " system , project Web site , teacher training workshops , and small grants for equipment . The quasi-experimental evaluation involved 1,045 year 3 and 4 children ( aged 7 to 10 years ) in nine intervention and nine control rural primary schools ( 53 % boys/47 % girls ) . It utilised pre- and postobservational surveys of ( 1 ) mastery or near mastery levels for each of eight FMSs , ( 2 ) proportion of PE lesson time spent in moderate to vigorous PA ( MVPA ) and vigorous PA ( VPA ) , and ( 3 ) teacher- and lesson-related context ual covariates . Data were analysed by hierarchical logistic multiple regression . RESULTS For FMSs , overall mastery or near mastery level at baseline was 47 % ranging from 22.7 % for the overarm throw among girls to 75.4 % for the static balance among boys . The intervention delivered substantial improvements in every FMS for both genders ranging from 7.2 % to 25.7 % ( 13 of 16 comparisons were significant ) . For PA level , mean MVPA at baseline was 34.7 % . Baseline MVPA for boys was 38.7 % and for girls was 33.2 % . The intervention was associated with a nonsignificant 4.5 % increase in MVPA and a significant 3.0 % increase in VPA . This translates to a gain of < 1 minute of MVPA per average 21-minute lesson . CONCLUSIONS This is the first study to show that by modifying existing PE lessons , significant improvements in FMS mastery can be gained without adversely affecting children 's MVPA and VPA . To increase PA levels , we recommend increasing the number of PE lessons per week Objectives : To evaluate the effectiveness of an intervention to prevent excess weight gain , reduce time spent in screen behaviours , promote participation in and enjoyment of physical activity ( PA ) , and improve fundamental movement skills among children . Participants : In 2002 , 311 children ( 78 % response ; 49 % boys ) , average age 10 years 8 months , were recruited from three government schools in low socioeconomic areas of Melbourne , Australia . Design : Group-r and omized controlled trial . Children were r and omized by class to one of the four conditions : a behavioural modification group ( BM ; n=66 ) ; a fundamental movement skills group ( FMS ; n=74 ) ; a combined BM/FMS group ( BM/FMS ; n=93 ) ; and a control ( usual curriculum ) group ( n=62 ) . Data were collected at baseline , post intervention , 6- and 12-month follow-up periods . Results :  BMI data were available for 295 children at baseline and 268 at 12-month follow-up . After adjusting for food intake and PA , there was a significant intervention effect from baseline to post intervention on age- and sex-adjusted BMI in the BM/FMS group compared with controls ( −1.88 kg m−2 , P<0.01 ) , which was maintained at 6- and 12-month follow-up periods ( −1.53 kg m−2 , P<0.05 ) . Children in the BM/FMS group were less likely than controls to be overweight/obese between baseline and post intervention ( adjusted odds ratio (AOR)=0.36 , P<0.05 ) ; also maintained at 12-month follow-up ( AOR=0.38 , P<0.05 ) . Compared with controls , FMS group children recorded higher levels and greater enjoyment of PA ; and BM children recorded higher levels of PA and TV viewing across all four time points . Gender moderated the intervention effects for participation in and enjoyment of PA , and fundamental movement skills . Conclusion : This programme represents a promising approach to preventing excess weight gain and promoting participation in and enjoyment of PA . Examination of the mediators of this intervention and further tailoring of the programme to suit both genders is required A major aim of the current study was to determine what classroom teachers perceived to be the greatest barriers affecting their capacity to deliver successful physical education ( PE ) programs . An additional aim was to examine the impact of these barriers on the type and quality of PE programs delivered . This study applied a mixed-mode design involving data source triangulation using semistructured interviews with classroom teachers ( n = 31 ) and teacher-completed question naires ( n = 189 ) from a r and om sample of 38 schools . Results identified the key factors inhibiting PE teachers  , which were categorized as teacher-related or institutional . Interestingly , the five greatest barriers were defined as institutional or out of the teacher 's control . The major adverse effects of these barriers were evident in reduced time spent teaching PE and delivering PE lessons  of question able quality 
    Output:
    
We found strong evidence for a positive association between FMS competency and physical activity in children and adolescents .
There was also a positive relationship between FMS competency and CRF and an inverse association between FMS competency and weight status .