Exploring the Development of Fundamental Movement Skills in Children With Physical Disabilities: A Scoping Review
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Introduction : Fundamental movement skills (FMS) are categorized into three groups (stability, locomotion, and object control) and are crucial for enabling the practice of physical activity in children with physical disabilities. Their development is influenced by the specific nature of each child’s disability. FMS can be evaluated by process- (movement execution) or product-oriented (movement outcome) assessments. This scoping review explored FMS development in children with physical disabilities and its relationship with physical activity. Method : Following Preferred Reporting Items for Systematic review and Meta-Analysis extension for scoping reviews guidelines, the search was conducted across six databases (MEDLINE, CINAHL, Web of Science, SPORTDiscus, EMBASE and PsycINFO) and used keywords related to FMS, physical literacy, and physical disabilities. Articles were included if participants had physical disabilities, were aged between 3 and 18 years, and if they explored the relationship between FMS and physical activity and/or physical literacy. Results : Twenty-two studies were included. Both process- and product-oriented assessments reported lower FMS proficiency in children with physical disabilities. Older children demonstrated better proficiency. Most studies highlighted a significant relationship between FMS and physical activity. Conclusion : Enhanced knowledge of effective strategies and evidence-based practices will enable practitioners to create supportive environments, encourage active participation, and track progress, ultimately leading to improved motor skills and overall well-being in children.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it