***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: This pilot study examined the effects of a teacher-taught , locomotor skill (LMS)-based physical activity ( PA ) program on the LMS and PA levels of minority preschooler-aged children . Eight low-socioeconomic status preschool classrooms were r and omized into LMS-PA ( LMS-oriented lesson plans ) or control group ( supervised free playtime ) . Interventions were delivered for 30 min/day , five days/week for six months . Changes in PA ( accelerometer ) and LMS variables were assessed with MANCOVA .  LMS-PA group exhibited a significant reduction in during-preschool ( F ( 1,16 ) = 6.34 , p = .02 , d = 0.02 ) and total daily ( F ( 1,16 ) = 9.78 , p = .01 , d = 0.30 ) percent time spent in sedentary activity .  LMS-PA  group also exhibited significant improvement in leaping skills , F ( 1 , 51 ) = 7.18 , p = .01 , d = 0.80 ) . No other , significant changes were observed . The implementation of a teacher-taught , LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers Objective To assess the effect of a governmentally-led center based child care physical activity program ( Youp’là Bouge ) on child motor skills . Patients and methods We conducted a single blinded cluster r and omized controlled trial in 58 Swiss child care centers . Centers were r and omly selected and 1:1 assigned to a control or intervention group . The intervention lasted from September 2009 to June 2010 and included training of the educators , adaptation of the child care built environment , parental involvement and daily physical activity .  Motor skill was the primary outcome and body mass index ( BMI ) , physical activity and quality of life secondary outcomes . The intervention implementation was also assessed . Results At baseline , 648 children present on the motor test day were included ( age 3.3 ± 0.6 , BMI 16.3 ± 1.3 kg/m2 , 13.2 % overweight , 49 % girls ) and 313 received the intervention . Relative to children in the control group ( n = 201 ) , children in the intervention group ( n = 187 ) showed no significant increase in motor skills ( delta of mean change ( 95 % confidence interval : -0.2 ( −0.8 to 0.3 ) , p = 0.43 ) or in any of the secondary outcomes . Not all child care centers implemented all the intervention components . Within the intervention group , several predictors were positively associated with trial outcomes : 1 ) free-access to a movement space and parental information session for motor skills 2 ) highly motivated and trained educators for BMI 3 ) free-access to a movement space and purchase of mobile equipment for physical activity ( all p < 0.05 ) . Conclusion This “ real-life ” physical activity program in child care centers confirms the complexity of implementing an intervention outside a study setting and identified potentially relevant predictors that could improve future programs . Trial registration Clinical trials.gov OBJECTIVES The aims were to examine the relationship between children 's motor skill levels and types of physical activities performed during preschool attendance , and to examine the relationship between motor skill performance and parent perception of athletic competence . DESIGN Cross-sectional . METHODS Participants were 264 , 3- , 4- , and 5-year-old children from 22 preschools .  Locomotor and object control skills were assessed with a st and ardized motor skill protocol . Direct observation ( OSRAC-P ) was used to record activity types : walk , run , jump/skip , dance , and throw .  Parents rated their child 's athletic competence . Children were categorized into tertiles for locomotor and object control scores . Mixed models were used to test for differences across motor skill tertiles for each aim . Models controlled for sex , age , race/ethnicity , body mass index , and parent education , with preschool as a r and om variable . RESULTS Children in the highest locomotor tertile engaged in more dancing than children in the lowest tertile ( p = 0.04 ) . Children in the highest object control tertile engaged in throwing more frequently than children in lower tertiles ( p < 0.05 ) . Parents of children in the highest locomotor tertile perceived their children 's competence as higher than parents of children in lower tertiles ( p < 0.05 ) . Parents of children in the lowest object control tertile perceived their children 's competence as significantly lower than parents of children in higher tertiles ( p < 0.05 ) . CONCLUSIONS These findings point to the need for policy and practice research to help parents and child care professionals provide opportunities for young children to learn and practice motor skills The aim of this study was to assess the feasibility , acceptability and potential efficacy of a physical activity program for preschool children . A 20-week , 2-arm parallel cluster r and omized controlled pilot trial was conducted . The intervention comprised structured activities for children and professional development for staff . The control group participated in usual care activities , which included design ated inside and outside playtime . Primary outcomes were movement skill development and objective ly measured physical activity . At follow-up , compared with children in the control group , children in the intervention group showed greater improvements in movement skill proficiency , with this improvement statically significant for overall movement skill development ( adjust diff . = 2.08 , 95 % CI 0.76 , 3.40 ; Cohen 's d = 0.47 ) and significantly greater increases in objective ly measured physical activity ( counts per minute ) during the preschool day ( adjust diff . = 110.5 , 95 % CI 33.6 , 187.3 ; Cohen 's d = 0.46 ) . This study demonstrates that a physical activity program implemented by staff within a preschool setting is feasible , acceptable and potentially efficacious Differences in the age of attainment of motor skills between boys and girls have been established in previous studies . It has been noted that boys develop ball skills earlier than girls and that girls acquire manual dexterity before boys . The purpose of this study was to determine if the same differences could be identified in a group of typically developing seven and eight year old children using the Movement Assessment Battery for Children Test ( MABC Test ) . In this study , a physiotherapist administered the MABC Test to 103 r and omly selected children ( boys-60 , girls-43 ) . The MABC Test examines children 's motor skills in the areas of manual dexterity , ball skills and balance . Results were analyzed using analysis of variance ( ANOVA ) . The ANOVA results indicated significant differences between boys ' and girls ' ball skill scores and manual dexterity scores 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 UNLABELLED The aim of this study was to examine the relationship between motor proficiency and pedometer-determined physical activity in 5 - 6 year-old children . Participants ( n = 232 ) were r and omly recruited and assessed from 30 kindergartens in Northern Greece . Two trained research ers administered the measurements for the assessment of children 's motor proficiency by using the BOTMP-SF . Physical activity  was assessed by OMRON pedometers . Significant relationships between BOTMP-SF st and ard score and steps ( S ) , aerobic walking time ( AWT ) and aerobic steps ( AS ) , ( p < .05 ) were found . When motor proficiency was divided into quartiles to assess the distribution of the relationship between motor proficiency and pedometer-derived variables , significant associations were found for AWT , S and AS ( p < .001 ) . Young children with high levels of motor proficiency were more active in contrast to their peers with lower motor proficiency . The findings add to the growing body of literature that considers motor skills/abilities as important elements of physical activity participation . ( ABBREVIATIONS S-steps per day ; AS-aerobic steps per day ; AWT-aerobic walking time ( minutes·day(-1 ) ) ; BOTMP-SF-Bruininks-Oseretsky Test of Motor Proficiency-Short Form ( st and ard score ) ) 
    Output:
    
Conclusions An association has been consistently documented between motor skill competence and physical activity .