David F Stodden
Biographic Data
| ID | 4304734 |
|---|---|
| NAME | David F Stodden |
| GIVEN NAMES | David F |
| FAMILY NAME | Stodden |
| SIGNATURE | STODDEN D F |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0003-1988-1701 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 26 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A pre-longitudinal screen of performance in an integrated assessment of throwing and catching competence
Background: The ability to adapt motor skill performance to a variety of conditions is vital to success in physical activity settings. Valid and reliable measurements of motor competence (MC) are critical for understanding its impact on physical health. Many widely used MC assessments evaluate the performance of isolated motor skills, place performers in highly standardized environments, and limit opportunities to adapt performance. Consequently,…
Co-development of a gamified physical education movement competence intervention with school stakeholders
Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological…
Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence
This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE…
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Is there an association between proficiency in fundamental movement skills and moderate‐to‐vigorous physical activity in childhood on weekdays and weekends? The React project
OBJECTIVE: The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. METHODS: This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the dig…
Sleep and fundamental movement skills in primary schoolchildren
OBJECTIVE: Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children. METHODS: This cross-sectional study included 996 children (mean age: 8.3 ± 1.2 years) from 25 of the 32 primary schools in Matosinhos, northern Portugal.…
Background, rationale, and methodological overview of the React project—return‐to‐action on growth, motor development, and health after the Covid ‐19 pandemic in primary school children
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this introductory article, the first of the Journal's special issue dedicated to REACT, our goal was to present the …
Statistical analysis of the longitudinal fundamental movement skills data in the React project using the multilevel ordinal logistic model
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this article, our goal is to describe statistical analysis of the longitudinal ordinal motor development data that w…
Validity and reliability of Meu Educativo ®
OBJECTIVES: There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validi…
Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children
OBJECTIVE: To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children. METHODS: This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking,…
A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the React project
PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS
Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the React project
BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics
Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE)
Modeling the Dynamics of Children’s Musculoskeletal Fitness
This study models children's musculoskeletal fitness (MSF) developmental trajectories and identifies individual differences related to effects of time-invariant, as well as time-varying covariates. A total of 348 Portuguese children (177 girls) from six age cohorts were followed for three years. MSF tests (handgrip strength, standing long jump and shuttle run), age, body mass index (BMI), socioeconomic status (SES), gross motor coordination (GMC)…
Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children
Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (…
Testing Seefeldt’s Proficiency Barrier
The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency b…
Fostering Self-Control Development With a Designed Intervention in Physical Education
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children’s quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8–9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quic…
Is motor competence associated with the risk of central obesity in preschoolers
OBJECTIVES: To investigate the association between motor competence (MC) and central obesity in preschool children. METHODS: The sample comprised of 472 children aged 3 to 5 years (4.58 ± 0.70 years, 248 boys) from Recife, Brazil. MC was assessed using the Test of Gross Motor Development-2. Waist-to-height ratio (WHtR) was calculated and a cutoff of 0.5 was used to define central obesity. Logistic regression was used to examine the association be…
Dynamic Balance, but Not Precision Throw, Is Positively Associated with Academic Performance in Children
We analyzed the longitudinal association between dynamic balance and throwing skill with academic performance and whether waist circumference mediated these relationships. The current one-year longitudinal study followed 1020 first (mean age 7.87 ± 0.34 years) through fifth grade (mean age 11.87 ± 0.37 years) children, measured twice in 2010 and 2011. Dynamic balance and precision throw were measures of motor competence. Waist circumference was m…
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
Development of Foundational Movement Skills
Fundamental motor skills
Familial resemblance in gross motor coordination. The Peruvian Sibling Study on Growth and Health
These results demonstrate statistically significant sibling resemblance in GMC. Age, BMI, PF and geographical area were significant correlates of GMC
Motor Competence and its Effect on Positive Developmental Trajectories of Health
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity
Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels throughout the lifespan. We contend that previous research has failed to consider the dynamic and synergistic role that motor skill competence plays in the initiation, maintenance, or decline of physical activity and how this role might …
Motor Competence and its Effect on Positive Developmental Trajectories of Health
Development of Foundational Movement Skills
Fundamental motor skills
Familial resemblance in gross motor coordination. The Peruvian Sibling Study on Growth and Health
These results demonstrate statistically significant sibling resemblance in GMC. Age, BMI, PF and geographical area were significant correlates of GMC
Is motor competence associated with the risk of central obesity in preschoolers
OBJECTIVES: To investigate the association between motor competence (MC) and central obesity in preschool children. METHODS: The sample comprised of 472 children aged 3 to 5 years (4.58 ± 0.70 years, 248 boys) from Recife, Brazil. MC was assessed using the Test of Gross Motor Development-2. Waist-to-height ratio (WHtR) was calculated and a cutoff of 0.5 was used to define central obesity. Logistic regression was used to examine the association be…
Dynamic Balance, but Not Precision Throw, Is Positively Associated with Academic Performance in Children
We analyzed the longitudinal association between dynamic balance and throwing skill with academic performance and whether waist circumference mediated these relationships. The current one-year longitudinal study followed 1020 first (mean age 7.87 ± 0.34 years) through fifth grade (mean age 11.87 ± 0.37 years) children, measured twice in 2010 and 2011. Dynamic balance and precision throw were measures of motor competence. Waist circumference was m…
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
Fostering Self-Control Development With a Designed Intervention in Physical Education
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children’s quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8–9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quic…
Testing Seefeldt’s Proficiency Barrier
The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency b…
Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE)
Modeling the Dynamics of Children’s Musculoskeletal Fitness
This study models children's musculoskeletal fitness (MSF) developmental trajectories and identifies individual differences related to effects of time-invariant, as well as time-varying covariates. A total of 348 Portuguese children (177 girls) from six age cohorts were followed for three years. MSF tests (handgrip strength, standing long jump and shuttle run), age, body mass index (BMI), socioeconomic status (SES), gross motor coordination (GMC)…
Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children
Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (…
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Is there an association between proficiency in fundamental movement skills and moderate‐to‐vigorous physical activity in childhood on weekdays and weekends? The React project
OBJECTIVE: The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. METHODS: This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the dig…
Sleep and fundamental movement skills in primary schoolchildren
OBJECTIVE: Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children. METHODS: This cross-sectional study included 996 children (mean age: 8.3 ± 1.2 years) from 25 of the 32 primary schools in Matosinhos, northern Portugal.…
Background, rationale, and methodological overview of the React project—return‐to‐action on growth, motor development, and health after the Covid ‐19 pandemic in primary school children
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this introductory article, the first of the Journal's special issue dedicated to REACT, our goal was to present the …
Statistical analysis of the longitudinal fundamental movement skills data in the React project using the multilevel ordinal logistic model
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this article, our goal is to describe statistical analysis of the longitudinal ordinal motor development data that w…
Validity and reliability of Meu Educativo ®
OBJECTIVES: There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validi…
Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children
OBJECTIVE: To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children. METHODS: This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking,…
A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the React project
PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS
Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the React project
BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics
Co-development of a gamified physical education movement competence intervention with school stakeholders
Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological…
Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence
This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE…
Psychology (24 works) · Children's Physical and Motor Development (21 works) · Medicine (20 works) · Developmental psychology (13 works) · Physical therapy (11 works) · Obesity, Physical Activity, Diet (10 works) · Motor skill (8 works) · Demography (7 works) · Infant Development and Preterm Care (7 works) · Internal Medicine (7 works)