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The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review

Author

Listed:
  • Dagmar F. A. A. Derikx

    (Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, P.O. Box 196, 9700 AD Groningen, The Netherlands)

  • Suzanne Houwen

    (Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands)

  • Vivian Meijers

    (Department for Human Movement Sciences, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands)

  • Marina M. Schoemaker

    (Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, P.O. Box 196, 9700 AD Groningen, The Netherlands)

  • Esther Hartman

    (Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, P.O. Box 196, 9700 AD Groningen, The Netherlands)

Abstract

Motor performance during childhood is important for prosperity in life, and the social environment may contain potentially important and modifiable factors associated with motor performance. Therefore, the aim of this systematic review was to identify social environmental factors associated with motor performance in 3- to 12-year-old typically developing children. Four electronic databases were searched, which resulted in 31 included studies. The methodological quality was determined using the Quality of Prognosis Studies in Systematic Reviews tool. Most studies were conducted in 3–6-year-old children. In the home environment, parental beliefs in the importance of physical activity and parental behaviors matching these beliefs were related to better motor performance of children, although these relationships were often sex-dependent. The school and sports environments were investigated much less, but some preliminary evidence was found that being better liked by peers, attending a classroom with a smaller age range, having more interaction with the teacher and classmates, and having a higher educated teacher was related to better motor performance. Further research is required to further unravel the relationship between the social environment and motor skills, with a specific focus on 6–12-year-old children and environments outside of the home environment.

Suggested Citation

  • Dagmar F. A. A. Derikx & Suzanne Houwen & Vivian Meijers & Marina M. Schoemaker & Esther Hartman, 2021. "The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review," IJERPH, MDPI, vol. 18(14), pages 1-25, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7516-:d:594479
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    References listed on IDEAS

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    3. Barnett, E. & Casper, M., 2001. "A definition of"social environment" [1]," American Journal of Public Health, American Public Health Association, vol. 91(3), pages 465-465.
    4. Raquel Chaves & Adam Baxter-Jones & Thayse Gomes & Michele Souza & Sara Pereira & José Maia, 2015. "Effects of Individual and School-Level Characteristics on a Child’s Gross Motor Coordination Development," IJERPH, MDPI, vol. 12(8), pages 1-14, July.
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