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Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children

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Title: Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children
Language: English
Authors: Guoyan Liu, Wenqi Zhan, Sisi Ma, Sha Xie (ORCID 0000-0001-5160-6799)
Source: Early Education and Development. 2024 35(2):269-282.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Physical Fitness, Psychomotor Skills, Correlation, Foreign Countries, Preschool Children, Age Differences, Physical Activities, Gender Differences, Visual Perception, Perceptual Motor Coordination, Standards, Tests, Motor Development
Geographic Terms: China
Assessment and Survey Identifiers: Beery Developmental Test of Visual Motor Integration
DOI: 10.1080/10409289.2022.2147889
ISSN: 1040-9289
1556-6935
Abstract: "Research Findings:" The present study aims to investigate the relationship between physical fitness and visuomotor integration in young children. A total of 242 three- to six-year-old preschoolers were randomly selected from a preschool in Shenzhen, China and their visuomotor integration and physical fitness were evaluated using the Beery Buktenica Developmental Test of Visual Motor Integration (VMI) and the preschool physical fitness test, respectively. Descriptive and standard-based analysis, t-test, analysis of variances (ANOVAs), correlation analysis, and mediation analysis were conducted using SPSS. Results showed that children with different ages had significant differences in their standing long jump and visuomotor integration ability (F = 7.56, p < 0.001; F = 34.36, p < 0.001) while gender difference was found in children's throwing (t = 4.18, p < 0.001). Furthermore, children's visuomotor integration significantly correlated with their 20 m fast run and throwing (r = 0.31 and 0.19, p < 0.01). Finally, children's performance in 20 m fast run and standing long partially mediated the relationship between age and visuomotor integration. "Practice or Policy:" The findigs highlighted the importance of strengthening young children's physical fitness and its relationship to their visuomotor integration. Implications for theory and practice are also included.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1409042
Database: ERIC
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  Value: &lt;anid&gt;AN0175035040;h4j01feb.24;2024Jan30.05:18;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0175035040-1&quot;&gt;Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children&#160;&lt;/title&gt; &lt;p&gt;Research Findings: The present study aims to investigate the relationship between physical fitness and visuomotor integration in young children. A total of 242 three- to six-year-old preschoolers were randomly selected from a preschool in Shenzhen, China and their visuomotor integration and physical fitness were evaluated using the Beery Buktenica Developmental Test of Visual Motor Integration (VMI) and the preschool physical fitness test, respectively. Descriptive and standard-based analysis, t-test, analysis of variances (ANOVAs), correlation analysis, and mediation analysis were conducted using SPSS. Results showed that children with different ages had significant differences in their standing long jump and visuomotor integration ability (F = 7.56, p &amp;lt;.001; F = 34.36, p &amp;lt;.001) while gender difference was found in children&#39;s throwing (t = 4.18, p &amp;lt;.001). Furthermore, children&#39;s visuomotor integration significantly correlated with their 20 m fast run and throwing (r =.31 and.19, p &amp;lt;.01). Finally, children&#39;s performance in 20 m fast run and standing long partially mediated the relationship between age and visuomotor integration. Practice or Policy: The findigs highlighted the importance of strengthening young children&#39;s physical fitness and its relationship to their visuomotor integration. Implications for theory and practice are also included.&lt;/p&gt; &lt;p&gt;Early childhood is a period of rapid growth in young children&#39;s physical fitness and visuomotor integration, both of which has been found to associate with a range of school performance and academic achievement (Cameron et al., [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref1&quot;&gt;9&lt;/reflink&gt;]; Khatib, et al., [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref2&quot;&gt;25&lt;/reflink&gt;]). The &lt;emph&gt;Working Rules for Preschools [幼儿园工作规程]&lt;/emph&gt; issued by Ministry of Education of the People&#39;s Republic of China ([&lt;reflink idref=&quot;bib36&quot; id=&quot;ref3&quot;&gt;36&lt;/reflink&gt;]) required that preschools should assess children&#39;s physical fitness every semester to ensure that children meet the standards and the &lt;emph&gt;Guidelines for the Learning and Development of Three- to Six-Year-Olds [3-6岁儿童学习与发展指南]&lt;/emph&gt; required that preschools should provide children with at least two-hours of outdoor activities (including one hour of physical activity), both of which highlighted the importance of physical fitness in young children. Extant research has examined the development of visuomotor integration (Khatib et al., [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref4&quot;&gt;25&lt;/reflink&gt;]; Xu et al., [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref5&quot;&gt;51&lt;/reflink&gt;]) and physical fitness (Hu et al., [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref6&quot;&gt;23&lt;/reflink&gt;]; Robinson, [&lt;reflink idref=&quot;bib41&quot; id=&quot;ref7&quot;&gt;41&lt;/reflink&gt;]) during early childhood separately, yet few have examined the relationship between the two closely related abilities. Therefore, the current study intended to understand if young children&#39;s age and gender were related to their physical fitness and visuomotor integration and if physical fitness, as more malleable than age, mediated the relationship between age and visuomotor integration, using a sample of three- to six-year-old preschoolers from China.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-2&quot;&gt;Physical Fitness in Young Children&lt;/hd&gt; &lt;p&gt;Physical fitness refers to the motor skills that young children utilize to move the body through space (such as run, jump, leap, slide, gallop) and to use the hands and feet to manipulate and/or project objects (such as throw, catch, kick, roll, and strike; Haywood &amp;amp; Getchell, [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref8&quot;&gt;20&lt;/reflink&gt;]). It is the basic athletic ability and physical qualities exhibited by children aged 3–6 when they engage in all physical activities, which includes running, walking, throwing, jumping, climbing, crawling, and other movements. Components of physical fitness include strength, cardio respiratory, endurance, speed, balance, strength, and flexibility (Council of Europe Committee for the Development of Sport, [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref9&quot;&gt;12&lt;/reflink&gt;]). Existing studies have supported a brief sensitive period of physical fitness during early childhood and that giving appropriate interventions would enhance children&#39;s physical fitness as well as increase their proficiency of fine- and gross-motor skills (Zhou et al., [&lt;reflink idref=&quot;bib55&quot; id=&quot;ref10&quot;&gt;55&lt;/reflink&gt;]). In addition, gender differences in physical fitness are evident at an early age, with boys having higher growth rate than girls and girls having more flexibility than boys (Latorre Rom&#225;n et al., [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref11&quot;&gt;29&lt;/reflink&gt;]; Wang, Ding, &amp;amp; Yu, [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref12&quot;&gt;47&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;According to China&#39;s national guidelines, &lt;emph&gt;the Learning and Development Guide for Children aged 3-6&lt;/emph&gt; (herein after &quot;the Guide&quot;) and &lt;emph&gt;the Guidelines for Preschool Education&lt;/emph&gt;, preschools in China are required to provide children with at least two hours of outdoor activities (including one-hour of physical activity) and to conduct the physical fitness tests for children every semester, highlighting the importance of physical fitness in early childhood education in China. The physical fitness test includes items such as standing long jump, throwing, 20 m fast run, unipedal stance, and ball tapping. The standing long jump mainly reflects the explosive power and body coordination of children&#39;s lower limbs, throwing sandbags at certain points can exercise the muscle strength of children&#39;s upper limbs, waist, and abdomen; 20 m fast run reflects the sensitive quality of children&#39;s body; unipedal stance is to exercise children&#39;s balance ability; and ball tapping is to develop the coordination and flexibility of children&#39;s movements. Putting together, the five physical fitness tests measure all components of physical fitness: strength, cardio respiratory endurance, speed, balance, strength, and flexibility.&lt;/p&gt; &lt;p&gt;Physical development is an important part of the overall development of young children, and cultivating good physical fitness is not only conducive to the healthy development of young children&#39;s bodies and minds, but can also lay a solid foundation for the development of other aspects of young children. Fitness level is a potent biomarker of health from an early age (Latorre Rom&#225;n et al., [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref13&quot;&gt;28&lt;/reflink&gt;]) and mediates the role of physical activity in influencing executive function (Li, [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref14&quot;&gt;31&lt;/reflink&gt;]). Furthermore, during children&#39;s transition from primary to secondary school, physical fitness plays a mediating role in the relationship between motor ability and physical activity (Britton et al., [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref15&quot;&gt;8&lt;/reflink&gt;]). In addition, the overall level of physical fitness has an impact on adolescents&#39; cognitive abilities and academic performance in that physical fitness may moderate the association between obesity and academic performance (Antonio et al., [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref16&quot;&gt;2&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0175035040-3&quot;&gt;Visuomotor Integration in Young Children&lt;/hd&gt; &lt;p&gt;Visuomotor integration refers to the ability to coordinate visual perception and motor functioning (Beery &amp;amp; Beery, [&lt;reflink idref=&quot;bib4&quot; id=&quot;ref17&quot;&gt;4&lt;/reflink&gt;]). It is a multi-dimensional construct comprised of several sub-components: visual analysis of the stimuli, synthesizing parts into a whole, constructing and manipulating representations, visuo-spatial (or integration) processing, and reproducing models using fine motor movements (Carlson et al., [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref18&quot;&gt;10&lt;/reflink&gt;]; Korkman et al., [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref19&quot;&gt;27&lt;/reflink&gt;]; Verdine et al., [&lt;reflink idref=&quot;bib45&quot; id=&quot;ref20&quot;&gt;45&lt;/reflink&gt;]; Wang et al., [&lt;reflink idref=&quot;bib48&quot; id=&quot;ref21&quot;&gt;48&lt;/reflink&gt;]). Therefore, fine motor coordination is considered a precursor to visuomotor integration (Kim et al., [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref22&quot;&gt;26&lt;/reflink&gt;]), and the correlations are positively significant (Carlson et al., [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref23&quot;&gt;10&lt;/reflink&gt;]). Furthermore, deficits in any one of these processes can affect the overall outcome of visuomotor integration (e.g., Carlson et al., [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref24&quot;&gt;10&lt;/reflink&gt;]; Daly et al., [&lt;reflink idref=&quot;bib15&quot; id=&quot;ref25&quot;&gt;15&lt;/reflink&gt;]; Van Wyk et al., [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref26&quot;&gt;44&lt;/reflink&gt;]). For example, if visual analysis and fine motor coordination are within normal limits but the integration process is poor, children would show difficulties in reading and eye-hand coordination.&lt;/p&gt; &lt;p&gt;Visuomotor integration is critical to many daily activities, supports academic competencies, such as children&#39;s use of fingers to count or add (Brissiaud, [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref27&quot;&gt;7&lt;/reflink&gt;]; Longcamp et al., [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref28&quot;&gt;33&lt;/reflink&gt;]), and predicts children&#39;s school readiness (Khatib et al., [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref29&quot;&gt;25&lt;/reflink&gt;]). Commonly seen visuomotor integration problems include problems with hand-eye coordination and visually guided fine-motor skills. Existing literature has confirmed that young children with deficits in visuomotor integration also have relatively poor academic performance and lower math and reading scores (Grisham, [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref30&quot;&gt;18&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Age is an important factor influencing visuomotor integration and with increasing age comes a corresponding increase in the ability to integrate visuomotor movements (Xu et al., [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref31&quot;&gt;51&lt;/reflink&gt;]). Existing evidence reveals that visuomotor integration increases by age 4 and reaches optimal levels by age 5 (Haris &amp;amp; Selmir, [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref32&quot;&gt;19&lt;/reflink&gt;]; Memisevic &amp;amp; Sinanovic, [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref33&quot;&gt;35&lt;/reflink&gt;]; Ying et al., [&lt;reflink idref=&quot;bib52&quot; id=&quot;ref34&quot;&gt;52&lt;/reflink&gt;]). Family socioeconomic status is another factor closely related to the development of visuomotor integration in young children. A cross-sectional study of Malaysian preschoolers found that young children from low-income families were twice as likely to achieve below-average visuomotor integration scores as children from high-income families (Poh et al., [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref35&quot;&gt;40&lt;/reflink&gt;]). In addition, highly educated parents were more likely to provide children with better metacognitive strategies for problem-solving tasks and feedback conducive to children&#39;s success in visuomotor integration tasks and therefore had better visual motor integration (Hong et al., [&lt;reflink idref=&quot;bib21&quot; id=&quot;ref36&quot;&gt;21&lt;/reflink&gt;]; Odejayi et al., [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref37&quot;&gt;39&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0175035040-4&quot;&gt;The Relation between Physical Fitness and Visuomotor Integration&lt;/hd&gt; &lt;p&gt;Theoretical and empirical evidence consistently indicated that physical fitness and visuomotor integration are highly related (Goodway et al., [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref38&quot;&gt;17&lt;/reflink&gt;]; Wassenberg et al., [&lt;reflink idref=&quot;bib49&quot; id=&quot;ref39&quot;&gt;49&lt;/reflink&gt;]; Xu et al., [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref40&quot;&gt;51&lt;/reflink&gt;]; Zhang et al., [&lt;reflink idref=&quot;bib54&quot; id=&quot;ref41&quot;&gt;54&lt;/reflink&gt;]). The model of motor development indicates that physical fitness and visuomotor integration are both important factors affecting the development of movement potential at all phases of motor development (Goodway et al., [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref42&quot;&gt;17&lt;/reflink&gt;], p. 78). Furthermore, the development of gross motor development precedes and facilitates the development of fine motor development, both of which were conducive to the formation of visuomotor integration and complex motor skills. Existing studies have revealed that during preschool years, exercises in gross motor and whole-body motor coordination, both of which were indicators of physical fitness, would result in better visuomotor integration (Xu et al., [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref43&quot;&gt;51&lt;/reflink&gt;]). Furthermore, fine motor skills of the hands can be positively predicted by physical motor ability and overall fitness in early childhood is associated with the performance in tennis throwing, standing long jump, and continuous jump with both feet (Zhang et al., [&lt;reflink idref=&quot;bib54&quot; id=&quot;ref44&quot;&gt;54&lt;/reflink&gt;]). Two large-scale cross-sectional studies also confirmed the relationship between gross motor development and cognitive level in children aged 5–10 years, showing that the lower the level of gross motor development, the worse their visuomotor integration and working memory (Wassenberg et al., [&lt;reflink idref=&quot;bib49&quot; id=&quot;ref45&quot;&gt;49&lt;/reflink&gt;]). Putting together, despite the lack of existing studies that directly examine the relationship between young children&#39;s physical fitness and visuomotor integration, evidence has supported that physical fitness is conducive to the development of visuomotor integration, a research question this study intends to explore.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-5&quot;&gt;The Current Study&lt;/hd&gt; &lt;p&gt;Several research gaps are identified in the existing literature: First, very few studies have systematically examined the factors related to young children&#39;s physical fitness and visuomotor integration, including age and gender; second, most of the studies on visuomotor integration focused on children in the western context, with very limited research on Chinese children. Children in China go to preschool between ages 3 and 6, and very few have attended childcare institutions before they go to preschool. Therefore, the differences in cultural, social, and educational background might lead to different developmental course in Chinese children. We intended to explore the development of physical fitness and visuomotor integration in young children and examine and the relationship between visuomotor integration and physical fitness. Accordingly, the following research hypotheses guided the current study:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; There are significant differences in the physical fitness of children by different gender and age groups;&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; There are significant differences in the visuomotor integration of children by different gender and age groups;&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Physical fitness plays a mediating role between age and visuomotor integration.&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0175035040-6&quot;&gt;Method&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0175035040-7&quot;&gt;Sample&lt;/hd&gt; &lt;p&gt;The research project was reviewed and approved by the first author&#39;s University Human Research Ethics Committee, and the project was conducted in accordance to human subject guidelines. Preschoolers are divided into different grades by age, with lower class serving children aged 3- to 4-year-olds, middle class serving children aged 4- to 5-year-olds, and upper class serving children 5- to 6-year-olds by September 1st. In April, 2021, a total of 242 preschoolers were randomly selected from a preschool in Shenzhen, China, which serves families of various socioeconomic status representative of the city. Among them, 130 (53.72%) were boys and 112 (46.28%) were girls, with a mean age of 4.57 years (&lt;emph&gt;SD&lt;/emph&gt; = 0.64). Furthermore, the parents&#39; educational level varied, with 0.21% of the parents had a secondary degree, 3.51% had a high school degree, 15.70% of them had an associate&#39;s degree, 59.71% of them had a bachelor&#39;s degree, and 20.87% had a master&#39;s degree and above (for details, see Table 1).&lt;/p&gt; &lt;p&gt;Table 1. Demographics statistics of participants (N = 242).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Lower Class&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Middle Class&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Upper Class&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.45 &amp;amp;#177; 0.53&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.62 &amp;amp;#177; 0.80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.65 &amp;amp;#177; 0.58&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.57 &amp;amp;#177; 0.64&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.37 &amp;amp;#177; 0.49&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.60 &amp;amp;#177; 0.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.41 &amp;amp;#177; 0.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.46 &amp;amp;#177; 0.50&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Boy&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;49 (63%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33 (40%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;48 (59%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;130 (54%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Girl&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29 (37%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;49 (60%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34 (41%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;112 (46%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Father Education&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.91 &amp;amp;#177; 0.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.2 &amp;amp;#177; 0.62&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.07 &amp;amp;#177; 0.66&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.06 &amp;amp;#177; 0.65&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Secondary school&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; High school&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2 (3%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3 (4%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5 (2%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Associate degree&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;14 (18%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10 (12%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7 (9%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;31 (13%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Bachelor&#39;s degree&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;50 (64%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;46 (56%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;53 (65%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;149 (62%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Master&#39;s degree and above&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12 (15%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;26 (32%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19 (22%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;57 (23%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Mother Education&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.90 &amp;amp;#177; 0.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.86 &amp;amp;#177; 0.72&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.86 &amp;amp;#177; 0.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.87 &amp;amp;#177; 0.77&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Secondary school&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1 (1%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1 (0%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; High school&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4 (5%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2 (2%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6 (7%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12 (5%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Associate degree&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;16 (20%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;16 (21%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13 (16%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;45 (19%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Bachelor&#39;s degree&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;43 (55%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;49 (60%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;48 (59%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;140 (58%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Master&#39;s degree and above&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;16 (20%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13 (16%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;15 (18%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;44 (18%)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0175035040-8&quot;&gt;Instrument&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0175035040-9&quot;&gt;Preschool Physical Fitness Test&lt;/hd&gt; &lt;p&gt;Preschools in China were required to conduct the physical fitness test every semester to track and record children&#39;s physical development (Ministry of Education of the People&#39;s Republic of China, [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref46&quot;&gt;36&lt;/reflink&gt;]). Accordingly, the national monitoring system called &lt;emph&gt;The Manual of National Physical Fitness Evaluation Standard&lt;/emph&gt; [国民体质测定标准手册(幼儿部分)] was used to assess children&#39;s physical fitness, which was issued by China&#39;s Department of General Administration Buren of Sport ([&lt;reflink idref=&quot;bib11&quot; id=&quot;ref47&quot;&gt;11&lt;/reflink&gt;]). The three commonly-used test items were assessed in the current study: 20 m fast run, standing long jump, and throwing. Scores were generated for each item and the total scale, both of which were used for analysis in the present study. Each test item was rated on a five-point scale: 5 (excellent), 4 (good), 3 (pass), 2 (below average), and 1 (bad). Scoring sheet for the three test items are shown in the Appendix.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-10&quot;&gt;The Beery Buktenica Developmental Test of Visual Motor Integration (VMI)&lt;/hd&gt; &lt;p&gt;The VMI first published in 1967 and has been used to assess the visuomotor integration developmental skills of children from different background (Beery et al., [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref48&quot;&gt;5&lt;/reflink&gt;]). It was then translated, revised, and standardized in Chinese population (Si et al., [&lt;reflink idref=&quot;bib42&quot; id=&quot;ref49&quot;&gt;42&lt;/reflink&gt;]). The split-half, re-test, and interrater reliability coefficient of the VMI were 0.93, 0.90, and 0.81, respectively. The concurrent validity with the Wechsler Intelligence Scale for Children China Revised was.86. The VMI is a non-word test consisting of 24 geometric figures from simple to complex. It includes both simple flat figures and complex three-dimensional figures. During the test, three figures were placed on a test sheet and one corresponding box was given under each figure. The child was instructed to copy the figures in each boxes accordingly. One point was given for each successful copy of a figure and failure to copy three consecutive figures would lead to the end of the test. The examiner was a postgraduate student in early childhood education who received a one-week training before administering the test.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-11&quot;&gt;Procedure&lt;/hd&gt; &lt;p&gt;One preschool was selected and the principal of the preschool was contacted and explained of the research project. Teachers sent out parent questionnaire, consent form, and a letter with a detailed description of the project, to all the parents in their class. Of the 280 parents contacted, 260 of them filled in the forms and gave consent for their children&#39;s participation in the study, resulting in a return rate of 90%. Of the 260 questionnaires filled, 8 of them failed to fill in more than two-thirds of the questions and were removed from further analysis. Furthermore, 10 children passed the age of 6.5 years old, whom cannot be evaluated using the physical fitness evaluation standard and were thus removed, resulting in a final sample of 242. Then, the researchers conducted the VMI test with all the 242 children whose parents gave consent to participate in the research. Five children were examined in a quiet classroom at a time and each test took about 10–15 minutes. The physical fitness test was conducted at the playground of the preschool. Before administering the test, children were required to stay calm, avoid excessively intense physical activities, and wear preschool uniform clothing for sports activities. Each set of physical fitness test took about 30 minutes. Due to personal reasons, such as sick leave, 15, 16, and 15 children did not take the 20 m fast run, standing long jump, and throwing, respectively.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-12&quot;&gt;Data Analysis Plan&lt;/hd&gt; &lt;p&gt;Data analysis was conducted in SPSS 26.0 and PROCESS. First, descriptive and standard-based analyses were used to describe the raw scores and transformed scores of young children&#39;s physical fitness and visuomotor integration. Next, a set of &lt;emph&gt;t&lt;/emph&gt;-tests and ANOVAs were used to examine the differences of physical fitness and visuomotor integration by gender and age group. Then, correlation analysis was conducted to examine the relationship between visuomotor integration and physical fitness. A &lt;emph&gt;p&lt;/emph&gt;-value less than 0.05 was considered as statistically significant. Finally, mediation effect analysis was conducted to examine whether physical fitness mediated the relationship between age and visuomotor integration. The mediation effect analysis was conducted in SPSS PROCESS. A nonparametric percentile Bootstrap method with bias correction was used to estimate the mediation effect at the 95% confidence interval of the 5000 samples drawn. The result with a confidence interval that did not contain 0 was considered as significant and the proportion of the effect that is contributed to the mediator was calculated as the ratio of indirect effect to total effect (Abu-Bader &amp;amp; Jones, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref50&quot;&gt;1&lt;/reflink&gt;]; Wen &amp;amp; Ye, [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref51&quot;&gt;50&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0175035040-13&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0175035040-14&quot;&gt;Development of Physical Fitness and Visuomotor Integration in Children&lt;/hd&gt; &lt;p&gt;Results of descriptive analysis of children&#39;s physical fitness tests are shown in Table 2. Most of the items were normally distributed, except for 3–5-year-olds&#39; 20 m fast run and 4–6-year-olds&#39; throwing. Independent samples t-test revealed that there was significant difference between boys and girls in terms of their throwing (&lt;emph&gt;t&lt;/emph&gt; = 3.05, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). A set of ANOVA analyses revealed that there were significant differences in children&#39;s 20 m fast run, standing long jump, and throwing between different age groups (&lt;emph&gt;F&lt;/emph&gt; = 22.46, 55.24, 28.35, respectively; &lt;emph&gt;p&lt;/emph&gt;s &amp;lt;.001), and post hoc LSD revealed that children from older groups run faster, jump further, and throw further than children from young groups.&lt;/p&gt; &lt;p&gt;Table 2. Descriptive analysis, independent sample t-test, and AVOVA of children&#39;s performance in physical fitness test.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Item/Age Group&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Boy (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Girl (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Skewness&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Kurtosis&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;1&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;F&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post hoc LSD&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m Fast Run&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.61 &amp;amp;#177; 1.80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.49 &amp;amp;#177; 1.80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.74 &amp;amp;#177; 1.80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.94&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;18.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;1.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.46***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3 &amp;amp;#62; 4, 5, 6; 4 &amp;amp;#62; 5, 6; 5 &amp;amp;#62; 6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.74 &amp;amp;#177; 2.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.71 &amp;amp;#177; 2.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.91 &amp;amp;#177; 2.40&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.54&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.17&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.10 &amp;amp;#177; 2.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.06 &amp;amp;#177; 1.98&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.18 &amp;amp;#177; 2.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.73&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.78&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.24 &amp;amp;#177; 0.95&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.93 &amp;amp;#177; 0.90&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.48 &amp;amp;#177; 0.93&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.28&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.39 &amp;amp;#177; 0.65&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.23 &amp;amp;#177; 0.62&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.60 &amp;amp;#177; 0.65&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.09&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.94&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing Long Jump&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;89.54 &amp;amp;#177; 20.72&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;92.06 &amp;amp;#177; 21.97&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;86.60 &amp;amp;#177; 18.82&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.41&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.77&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.99&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;55.24***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4 &amp;amp;#62; 3; 5 &amp;amp;#62; 3, 4; 6 &amp;amp;#62; 3, 4, 5.&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;72.51 &amp;amp;#177; 14.64&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;76.33 &amp;amp;#177; 14.95&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;67.52 &amp;amp;#177; 12.88&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.52&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;79.37 &amp;amp;#177; 17.98&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;78.48 &amp;amp;#177; 18.82&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;80.76 &amp;amp;#177; 16.95&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.87&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.62&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;97.35 &amp;amp;#177; 15.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;102.85 &amp;amp;#177; 13.80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;93.22 &amp;amp;#177; 15.26&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.22&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.28&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;106.70 &amp;amp;#177; 14.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;111.69 &amp;amp;#177; 14.68&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;100.04 &amp;amp;#177; 13.10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.91&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;441.77 &amp;amp;#177; 241.11&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;485.89 &amp;amp;#177; 286.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;389.59 &amp;amp;#177; 158.32&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13.13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.05***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;28.35***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4 &amp;amp;#62; 3; 5 &amp;amp;#62; 3, 4; 6 &amp;amp;#62; 3, 4, 5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;281.49 &amp;amp;#177; 129.51&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;294.17 &amp;amp;#177; 145.15&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;264.96 &amp;amp;#177; 106.64&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.55&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;364.65 &amp;amp;#177; 166.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;374.77 &amp;amp;#177; 160.93&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;351.57 &amp;amp;#177; 173.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.02&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;481.19 &amp;amp;#177; 190.90&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;550.19 &amp;amp;#177; 223.85&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;429.44 &amp;amp;#177; 144.60&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.21&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;623.61 &amp;amp;#177; 298.90&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;729.44 &amp;amp;#177; 347.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;482.50 &amp;amp;#177; 122.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.55&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.17&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 ***&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001. &lt;sups&gt;1&lt;/sups&gt;Results for independent sample t-test by gender; &lt;sups&gt;2&lt;/sups&gt;Results for ANOVA analysis by age group; &lt;sups&gt;3&lt;/sups&gt;Three-year-old group; &lt;sups&gt;4&lt;/sups&gt;Four-year-old group; &lt;sups&gt;5&lt;/sups&gt;Five-year-old group; &lt;sups&gt;6&lt;/sups&gt;Six-year-old group.&lt;/p&gt; &lt;p&gt;Next, children&#39;s performance of physical fitness tests was transformed according to the standard. Results of descriptive analysis of children&#39;s physical fitness scores are shown in Table 3. Independent samples t-test revealed that there were significant differences between boys and girls in terms of their scores in throwing (&lt;emph&gt;t&lt;/emph&gt; = 4.18, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). A set of ANOVA analyses revealed that there were significant differences in children&#39;s standing long jump between different age groups (&lt;emph&gt;F&lt;/emph&gt; = 7.56, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001), and post hoc LSD revealed that children from 3-year-old group scores better than children from older groups in standing long jump.&lt;/p&gt; &lt;p&gt;Table 3. Descriptive analysis, independent sample t-test, and AVOVA of children&#39;s scores in physical fitness test.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Item/Age Group&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Boy (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Girl (M &amp;amp;#177; SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Skewness&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Kurtosis&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;1&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;F&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post hoc LSD&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m Fast Run&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.41 &amp;amp;#177; 0.85&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.39 &amp;amp;#177; 1.02&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.12 &amp;amp;#177; 1.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8.57&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.86&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.61&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6 &amp;amp;#62; 3, 4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.13 &amp;amp;#177; 1.35&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.23 &amp;amp;#177; 1.25&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00 &amp;amp;#177; 1.47&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.29&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.87&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.09 &amp;amp;#177; 1.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.06 &amp;amp;#177; 1.14&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.14 &amp;amp;#177; 1.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.51&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.46&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.24 &amp;amp;#177; 1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.59 &amp;amp;#177; 0.75&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.97 &amp;amp;#177; 1.08&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.94&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.61 &amp;amp;#177; 0.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.72 &amp;amp;#177; 0.68&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.46 &amp;amp;#177; 0.83&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.54&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.35&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing Long Jump&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.53 &amp;amp;#177; 0.86&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.70 &amp;amp;#177; 0.97&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.32 &amp;amp;#177; 0.97&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.37&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.56***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3 &amp;amp;#62; 4, 5, 6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.06 &amp;amp;#177; 0.82&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.17 &amp;amp;#177; 0.87&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.91 &amp;amp;#177; 0.73&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.46&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.43 &amp;amp;#177; 1.09&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.42 &amp;amp;#177; 1.09&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.43 &amp;amp;#177; 1.12&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.09&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.40 &amp;amp;#177; 1.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.70 &amp;amp;#177; 0.91&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.17 &amp;amp;#177; 1.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.64&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.69&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.27 &amp;amp;#177; 0.82&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.56 &amp;amp;#177; 0.84&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.88 &amp;amp;#177; 0.61&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.32&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.27 &amp;amp;#177; 1.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.50 &amp;amp;#177; 1.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.88 &amp;amp;#177; 0.94&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.57&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.89&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.18***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.38 &amp;amp;#177; 1.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.53 &amp;amp;#177; 1.25&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.17 &amp;amp;#177; 1.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.07&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.29 &amp;amp;#177; 1.29&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.44 &amp;amp;#177; 1.28&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05 &amp;amp;#177; 1.28&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.17&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.02 &amp;amp;#177; 1.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.41 &amp;amp;#177; 1.12&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.72 &amp;amp;#177; 0.82&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.83&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.45&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.20 &amp;amp;#177; 1.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.59 &amp;amp;#177; 1.34&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.67 &amp;amp;#177; 0.57&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.34&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;2 ***&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001. &lt;sups&gt;1&lt;/sups&gt;Results for independent sample t-test by gender; &lt;sups&gt;2&lt;/sups&gt;Results for ANOVA analysis by age group; &lt;sups&gt;3&lt;/sups&gt;Three-year-old group; &lt;sups&gt;4&lt;/sups&gt;Four-year-old group; &lt;sups&gt;5&lt;/sups&gt;Five-year-old group; &lt;sups&gt;6&lt;/sups&gt;Six-year-old group.&lt;/p&gt; &lt;p&gt;Results of descriptive analysis of children&#39;s visuomotor integration are shown in Table 4. Independent samples &lt;emph&gt;t&lt;/emph&gt;-test revealed no significant differences between boys and girls. A set of ANOVA analyses showed that there were significant differences in visuomotor integration scores between age groups (&lt;emph&gt;F&lt;/emph&gt; = 34.36, p &amp;lt;.001). Post-hoc analysis showed that children from older age groups had better visuomotor integration than those from younger age groups, but 4-year-olds did not perform better than 3-year-olds.&lt;/p&gt; &lt;p&gt;Table 4. Descriptive analysis, independent sample t-test, and AVOVA of children&#39;s visuomotor integration.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age Group&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total (M&amp;amp;#177;SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Boy (M&amp;amp;#177;SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Girl (M&amp;amp;#177;SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Skewness&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Kurtosis&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;1&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;F&amp;lt;/italic&amp;gt;&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post hoc LSD&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Total sample&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.91 &amp;amp;#177; 3.54&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.04 &amp;amp;#177; 3.60&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.77 &amp;amp;#177; 3.49&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.59&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.36***&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5 &amp;amp;#62; 3, 4; 6 &amp;amp;#62; 3, 4, 5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;3-year-old&amp;lt;sup&amp;gt;3&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.81 &amp;amp;#177; 2.55&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.37 &amp;amp;#177; 2.13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.38 &amp;amp;#177; 2.95&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.66&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.32&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;4-year-old&amp;lt;sup&amp;gt;4&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.98 &amp;amp;#177; 3.56&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.53 &amp;amp;#177; 3.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.14 &amp;amp;#177; 4.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.64&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.34&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;5-year-old&amp;lt;sup&amp;gt;5&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.80 &amp;amp;#177; 2.71&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13.13 &amp;amp;#177; 3.21&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.55 &amp;amp;#177; 2.25&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.90&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.37&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;6-year-old&amp;lt;sup&amp;gt;6&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;14.51 &amp;amp;#177; 3.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;14.83 &amp;amp;#177; 2.96&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;14.08 &amp;amp;#177; 3.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.35&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.45&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;3 ***&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001. &lt;sups&gt;1&lt;/sups&gt;Results for independent sample t-test by gender; &lt;sups&gt;2&lt;/sups&gt;Results for ANOVA analysis by age group; &lt;sups&gt;3&lt;/sups&gt;Three-year-old group; &lt;sups&gt;4&lt;/sups&gt;Four-year-old group; &lt;sups&gt;5&lt;/sups&gt;Five-year-old group; &lt;sups&gt;6&lt;/sups&gt;Six-year-old group; &lt;sups&gt;7&lt;/sups&gt;Seven-year-old group.&lt;/p&gt; &lt;p&gt;Correlations analysis showed that children&#39;s age was positively correlated with their visuomotor integration as well as scores in 20 m fast run and standing long jump (Table 5). Furthermore, scores in 20 m fast run and throwing were significantly correlated with VMI, indicating that children&#39;s better performance in 20 m fast run and throwing were related to their development of visuomotor integration.&lt;/p&gt; &lt;p&gt;Table 5. Result of correlation analysis (N = 242).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Study Variables&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;1. Age&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;2. Gender&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;3. Father Education&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;4. Mother Education&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.48**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;5. Visuomotor Integration&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.53**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.12&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.02&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;6. 20 m Fast Run&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.16*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.12&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.31**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;7. Standing Long Jump&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.27**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.20**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.41**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;8. Throwing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.08&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.27**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;.04&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.19**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.26**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.50**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;-&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;4 **&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.01. For 20 m fast run, standing long jump, and throwing, children&#39;s rating scores were used.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-15&quot;&gt;Mediation Analysis&lt;/hd&gt; &lt;p&gt;Mediation analysis was used to explore the mediating role of physical fitness in the relationship between age and visuomotor integration (see Table 6). Results of correlation analysis indicated that gender was positively related to two of the three items of physical fitness and were thus controlled. Despite non-significant relationship between parental education, children&#39;s visuomotor integration, and physical fitness, parental education was also included as control variable.&lt;/p&gt; &lt;p&gt;Table 6. Results of bootstrap mediation analysis.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Mediator&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Variable/Effect&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;b&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;SE&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;95% CI&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m fast run (&amp;lt;italic&amp;gt;N&amp;lt;/italic&amp;gt; = 227)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132;VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.04&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; 20 m&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.48&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.29&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; 20 m &amp;amp;#10132; VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.74&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.38&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.1&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Effects&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Direct&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.55&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8.59&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.20&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.91&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Indirect*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.12&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.05&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.23&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.04&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing long jump (&amp;lt;italic&amp;gt;N&amp;lt;/italic&amp;gt; = 226)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.69&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.19&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.32&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; Jump&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.23&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;4.10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.34&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; Jump &amp;amp;#10132; VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.21&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.64&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.46&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Effects&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Direct&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.93&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.59&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.6&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Indirect*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.08&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.41&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.11&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.69&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.19&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.32&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(&amp;lt;italic&amp;gt;N&amp;lt;/italic&amp;gt; = 227)&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.68&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.19&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.32&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; Throwing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.08&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;1.22&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.22&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Age &amp;amp;#10132; Throwing &amp;amp;#10132; VI&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.70&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.92&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.35&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.06&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Effects&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Direct&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.74&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.63&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.38&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.09&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Indirect&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.05&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.16&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.04&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.68&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.19&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.05&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.32&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;5 &lt;emph&gt;*&lt;/emph&gt;Indicates significant results. Based on 5000 bootstrap samples. VI = visuomotor integration; 20 m = 20 m fast run; Jump = standing long jump. Rating scores for the 20 m fast run, standing long jump, and throwing were used.&lt;/p&gt; &lt;p&gt;First, for the mediator 20 m fast run, results of regression analysis showed that age (independent variable) was a significant predictor of 20 m fast run (&lt;emph&gt;b&lt;/emph&gt; =.16, &lt;emph&gt;t&lt;/emph&gt; = 2.48, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05). While controlling for 20 m fast run (mediator), results of the second regression analysis show that age was still a significant predictor of visuomotor integration (dependent variable; &lt;emph&gt;b&lt;/emph&gt; =.74, &lt;emph&gt;t&lt;/emph&gt; = 4.03, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). The results of the indirect effect based on 5000 bootstrap samples showed a significant indirect relationship between age and visuomotor integration mediated by 20 m fast run (&lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;indirect&lt;/subs&gt; =.12, Bootstrap CI95 =.03 and.23). On the other hand, there was statistically significant direct and total effect between age and visuomotor integration (&lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;direct&lt;/subs&gt; = 1.55, &lt;emph&gt;t&lt;/emph&gt; = 8.59, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001; &lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;total&lt;/subs&gt; = 1.67, &lt;emph&gt;t&lt;/emph&gt; = 9.07, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). The mediator, 20 m fast run, accounted for approximately 7% of the total effect on visuomotor integration [P&lt;subs&gt;M&lt;/subs&gt; = indirect/total = (.12)/(1.67)].&lt;/p&gt; &lt;p&gt;Next, for the mediator standing long jump, the results of the regression analysis show that age (independent variable) was a significant predictor of standing long jump (&lt;emph&gt;b&lt;/emph&gt; = −.23, &lt;emph&gt;t&lt;/emph&gt; =-4.10, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). While controlling for standing long jump (mediator), the results of the second regression analysis showed that age was still a significant predictor of visuomotor integration (dependent variable; &lt;emph&gt;b&lt;/emph&gt; = 1.05, &lt;emph&gt;t&lt;/emph&gt; = 5.10, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001). The results of the indirect effect based on 5000 bootstrap samples showed a significant indirect relationship between age and visuomotor integration mediated by standing long jump (&lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;indirect&lt;/subs&gt; = −.24, Bootstrap CI95 = −.41 and −.11). On the other hand, there was statistically significant direct and total effect between age and visuomotor integration (&lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;direct&lt;/subs&gt; = 1.93, &lt;emph&gt;t&lt;/emph&gt; = 9.10, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001; &lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;total&lt;/subs&gt; = 1.69, &lt;emph&gt;t&lt;/emph&gt; = 9.18, p &amp;lt;.001). Therefore, the mediator, standing long jump, accounted for approximately 14.2% of the total effect on visuomotor integration [P&lt;subs&gt;M&lt;/subs&gt; = indirect/total = (−.24)/(1.69)].&lt;/p&gt; &lt;p&gt;Finally, for the mediator throwing, the results of the regression analysis showed that age (independent variable) was not a significant predictor of standing long jump (&lt;emph&gt;b&lt;/emph&gt; = −.08, &lt;emph&gt;t&lt;/emph&gt; =.07, &lt;emph&gt;p&lt;/emph&gt; &amp;gt;.05). The results of the indirect effect based on 5000 bootstrap samples also showed that throwing did not mediate the relationship between age and visuomotor integration (&lt;emph&gt;b&lt;/emph&gt;&lt;subs&gt;direct&lt;/subs&gt; = −.06, Bootstrap CI95 = −.16 and.04). Therefore, throwing did not mediate the relationship between age and visuomotor integration.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-16&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;This study found that there were gender differences in children&#39;s performance and transformed scores in throwing but not visuomotor integration. Age differences were found in children&#39;s performance in 20 m fast run, standing long jump, and throwing, and differences remained for standing long jump after the performance was transformed into scores according to the national standard. Significant age differences were also found in children&#39;s visuomotor integration. Correlation analysis revealed that children&#39;s visuomotor integration correlated with their scores in 20 m fast run and throwing. Bootstrap mediation analysis showed that 20 m fast run and standing long jump partially mediated the relationship between age and visuomotor integration. Discussions on these findings are detailed below.&lt;/p&gt; &lt;p&gt;First, the results of raw scores in physical fitness indicated that when children grow, their physical fitness also improve, which is consistent with children&#39;s course of motor development (Berk, [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref52&quot;&gt;6&lt;/reflink&gt;]). When transforming the raw scores into rating scores, it was interesting to find that 3-year-old had higher scores than 4-, 5-, and 6-year-olds in standing long jump, corroborating with another study with 3-6-year-old children in another city from China that with the growth of age, children&#39;s scores dropped (Song, [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref53&quot;&gt;43&lt;/reflink&gt;]). This might be explained by the higher standard for older children and also lack of exercise of the lower limp in these young children.&lt;/p&gt; &lt;p&gt;Next, gender difference was not found in children&#39;s visuomotor integration but age differences were significant, with older children having better visuomotor integration than younger children, which was consistent with previous studies (Ho et al., [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref54&quot;&gt;22&lt;/reflink&gt;]; Memisevic &amp;amp; Sinanovic, [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref55&quot;&gt;35&lt;/reflink&gt;]; Ying et al., [&lt;reflink idref=&quot;bib52&quot; id=&quot;ref56&quot;&gt;52&lt;/reflink&gt;]). This study showed that age was an important factor in visuomotor integration development in young children and that children aged 6–7 years old had more advanced visuomotor integration. It corroborates with existing studies that visuomotor integration ability develops rapidly in early childhood, especially between the ages of 3 and 7 years (Cui et al., [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref57&quot;&gt;13&lt;/reflink&gt;]; Li et al., [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref58&quot;&gt;32&lt;/reflink&gt;]; Memisevic &amp;amp; Hadzic, [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref59&quot;&gt;34&lt;/reflink&gt;]). During this age, rapid physiological maturation leads to the rapid development of brain regions associated with visual motor integration, such as the occipital lobe, precentral motor area, and posterior parietal cortex (Bear et al., [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref60&quot;&gt;3&lt;/reflink&gt;]; Khan et al., [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref61&quot;&gt;24&lt;/reflink&gt;]). As children grow older, visual perception, fine-motor skills, and fine-motor coordination also improve over time, which contribute to the rapid development of visuomotor integration (Cui et al., [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref62&quot;&gt;14&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The current study found significant correlation between 20 m fast run, throwing, and visuomotor integration, as the basic skills of running and throwing are closely related to their performance of gross motor movements, which drive the development of fine motor movements and thus visuomotor integration (Li, [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref63&quot;&gt;30&lt;/reflink&gt;]; Zhang, [&lt;reflink idref=&quot;bib53&quot; id=&quot;ref64&quot;&gt;53&lt;/reflink&gt;]). Motor skills play a critical role in visuomotor integration, as children need good motor skills to hold a pencil, adjust their sitting and positioning, reconstruct the pictures they see in their minds and correct their behavior to achieve better performance (Ng et al., [&lt;reflink idref=&quot;bib38&quot; id=&quot;ref65&quot;&gt;38&lt;/reflink&gt;]). This finding also corroborates with existing evidence that visual perception, fine-motor coordination, and executive functioning are related to the development of visuomotor integration (Memisevic &amp;amp; Hadzic, [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref66&quot;&gt;34&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Bootstrap mediation analyses found that children&#39;s 20 m fast run and standing long jump partially mediated the relationship between age and visuomotor integration. It substantiates that with the increase of age, children&#39;s improvement in speed, upper and lower explosive power, agility, flexibility, and balance increases the muscle strength and coordination (Zhang, [&lt;reflink idref=&quot;bib53&quot; id=&quot;ref67&quot;&gt;53&lt;/reflink&gt;]). Neural evidence also supports that the development of gross motor skills stimulate the development of the brain&#39;s nervous system, which contribute to the development of fine motor coordination and thus visuomotor integration (Wang et al., [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref68&quot;&gt;46&lt;/reflink&gt;]; Zhang et al., [&lt;reflink idref=&quot;bib54&quot; id=&quot;ref69&quot;&gt;54&lt;/reflink&gt;]). Furthermore, running and jumping are the foundations of children&#39;s movement, positively affect children&#39;s visuomotor coordination (Fang et al., [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref70&quot;&gt;16&lt;/reflink&gt;]; Mujkic &amp;amp; Papric, [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref71&quot;&gt;37&lt;/reflink&gt;]), which also explains the mediating roles of 20 m fast run and standing long jump.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-17&quot;&gt;Limitations, Implications, and Conclusions&lt;/hd&gt; &lt;p&gt;The limitations of the current study worth mention. First, the study took place in Shenzhen, an economically developed city compared to other places in China. Therefore, these urban children had a better living environment, were exposed to more high-quality educational resources, and their parents paid more attention to the development of children. Given the vast differences in economic development in different regions of China, future studies shall investigate children from different socioeconomic background, especially those disadvantaged children, to reach a full understanding of the physical fitness and visuomotor integration of young children. Second, young children are occasionally influenced by their environment and emotions during face-to-face tests with strangers, the test results might not fully young children&#39;s level of physical fitness and visuomotor integration. Future studies shall include other methods, such as observation and questionnaire, to measure children&#39;s physical fitness and visuomotor integration more precisely.&lt;/p&gt; &lt;p&gt;The findings of the current study have important theoretical and practical implications. First, this study substantiates the theoretical relationship between physical fitness and visuomotor integration. As children grow older, their motor experience is enriched and overall fitness level improved, showing better motor abilities, such as running, jumping, throwing and climbing, as well as motor qualities such as strength, speed, endurance, coordination, flexibility and agility, which in turn help children make more accurate motor responses when receiving and recognizing visual stimuli, and better accomplishment of visuomotor integration. Second, this study also has practical implication. The mediating role of physical fitness implies that by providing children with more time for outdoor activities to improve their physical fitness level, their visuomotor integration can also improve, which is more malleable than age. On one hand, families should value sports time and give young children more opportunities for physical exercise. On the other hand, preschools should acknowledge the importance of physical exercise to exercise children&#39;s fine motor coordination and motor skill development, as an effective way to improve children&#39;s visuomotor integration.&lt;/p&gt; &lt;p&gt;In conclusion, this study found significant differences in the development of physical fitness and visuomotor integration in children at different ages. Children&#39;s visuomotor integration significantly correlated with their scores in 20 m fast run and standing long jump. Furthermore, children&#39;s 20 m fast run and standing long jump partially mediated the relationship between age and visuomotor integration.&lt;/p&gt; &lt;hd id=&quot;AN0175035040-18&quot;&gt;Disclosure statement&lt;/hd&gt; &lt;p&gt;No potential conflict of interest was reported by the author(s).&lt;/p&gt; &lt;hd id=&quot;AN0175035040-19&quot;&gt;Appendix&lt;/hd&gt; &lt;hd1 id=&quot;AN0175035040-20&quot;&gt;Scoring System for the Physical Fitness Test&lt;/hd1&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Test indicators&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;One point&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Two points&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Three points&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Four points&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Five points&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;3-year-old&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Boy&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m fast run (s)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;15. 8&amp;amp;#8211;12. 9&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12.8&amp;amp;#8211;10.3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.2&amp;amp;#8211;9.1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.0&amp;amp;#8211;8. 0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;8.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing long jump (cm)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21&amp;amp;#8211;29&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30&amp;amp;#8211;42&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;43&amp;amp;#8211;58&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;59&amp;amp;#8211;76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;76&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing (m)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.0&amp;amp;#8211;2.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.0&amp;amp;#8211;3.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.0&amp;amp;#8211;5.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;5.5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Girl&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m fast run 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1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.0&amp;amp;#8211;7.7&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.6&amp;amp;#8211;7.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.9&amp;amp;#8211;6.4&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;6.4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing long jump (cm)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;54&amp;amp;#8211;65&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;66&amp;amp;#8211;81&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;82&amp;amp;#8211;95&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;96&amp;amp;#8211;109&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;109&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing (m)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.5&amp;amp;#8211;4.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.0&amp;amp;#8211;6.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.5&amp;amp;#8211;8.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;8.5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;6-year-old&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Boy&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m fast run (s)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.4&amp;amp;#8211;8.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.9&amp;amp;#8211;6.9&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.8&amp;amp;#8211;6.3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6. 2&amp;amp;#8211;5. 8&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;5.8&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing long jump (cm)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;61&amp;amp;#8211;78&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;79&amp;amp;#8211;94&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;95&amp;amp;#8211;110&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;111&amp;amp;#8211;127&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;127&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing (m)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.5&amp;amp;#8211;4.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.5&amp;amp;#8211;6.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.0&amp;amp;#8211;9.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.5&amp;amp;#8211;12. 0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;12.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Girl&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;20 m fast run (s)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.2&amp;amp;#8211;8.6&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8.5&amp;amp;#8211;7.3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.2&amp;amp;#8211;6.6&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.5&amp;amp;#8211;6.1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;6. 1&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Standing long jump (cm)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;60&amp;amp;#8211;70&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;71&amp;amp;#8211;86&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;87&amp;amp;#8211;100&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;101&amp;amp;#8211;116&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;116&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Throwing (m)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.5&amp;amp;#8211;4.5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.0&amp;amp;#8211;6.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.5&amp;amp;#8211;8.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;8.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;ref id=&quot;AN0175035040-21&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref50&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Abu-Bader, S., &amp;amp; Jones, T. 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  Label: Title
  Group: Ti
  Data: Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Guoyan+Liu%22&quot;&gt;Guoyan Liu&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wenqi+Zhan%22&quot;&gt;Wenqi Zhan&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sisi+Ma%22&quot;&gt;Sisi Ma&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sha+Xie%22&quot;&gt;Sha Xie&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-5160-6799&quot;&gt;0000-0001-5160-6799&lt;/externalLink&gt;)
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  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Early+Education+and+Development%22&quot;&gt;&lt;i&gt;Early Education and Development&lt;/i&gt;&lt;/searchLink&gt;. 2024 35(2):269-282.
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  Label: Availability
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  Data: Routledge. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physical+Fitness%22&quot;&gt;Physical Fitness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychomotor+Skills%22&quot;&gt;Psychomotor Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Correlation%22&quot;&gt;Correlation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Preschool+Children%22&quot;&gt;Preschool Children&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Age+Differences%22&quot;&gt;Age Differences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physical+Activities%22&quot;&gt;Physical Activities&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Gender+Differences%22&quot;&gt;Gender Differences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Visual+Perception%22&quot;&gt;Visual Perception&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Perceptual+Motor+Coordination%22&quot;&gt;Perceptual Motor Coordination&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Standards%22&quot;&gt;Standards&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Tests%22&quot;&gt;Tests&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Motor+Development%22&quot;&gt;Motor Development&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22China%22&quot;&gt;China&lt;/searchLink&gt;
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;SU&quot; term=&quot;%22Beery+Developmental+Test+of+Visual+Motor+Integration%22&quot;&gt;Beery Developmental Test of Visual Motor Integration&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10409289.2022.2147889
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1040-9289&lt;br /&gt;1556-6935
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: &quot;Research Findings:&quot; The present study aims to investigate the relationship between physical fitness and visuomotor integration in young children. A total of 242 three- to six-year-old preschoolers were randomly selected from a preschool in Shenzhen, China and their visuomotor integration and physical fitness were evaluated using the Beery Buktenica Developmental Test of Visual Motor Integration (VMI) and the preschool physical fitness test, respectively. Descriptive and standard-based analysis, t-test, analysis of variances (ANOVAs), correlation analysis, and mediation analysis were conducted using SPSS. Results showed that children with different ages had significant differences in their standing long jump and visuomotor integration ability (F = 7.56, p &lt; 0.001; F = 34.36, p &lt; 0.001) while gender difference was found in children&#39;s throwing (t = 4.18, p &lt; 0.001). Furthermore, children&#39;s visuomotor integration significantly correlated with their 20 m fast run and throwing (r = 0.31 and 0.19, p &lt; 0.01). Finally, children&#39;s performance in 20 m fast run and standing long partially mediated the relationship between age and visuomotor integration. &quot;Practice or Policy:&quot; The findigs highlighted the importance of strengthening young children&#39;s physical fitness and its relationship to their visuomotor integration. Implications for theory and practice are also included.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1409042
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1409042
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10409289.2022.2147889
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 269
    Subjects:
      – SubjectFull: Physical Fitness
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Perceptual Motor Coordination
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Motor Development
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Beery Developmental Test of Visual Motor Integration
        Type: general
    Titles:
      – TitleFull: Meeting the Standards of Physical Fitness and Its Relationship to Visuomotor Integration: A Study of Chinese Young Children
        Type: main
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            NameFull: Guoyan Liu
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            NameFull: Wenqi Zhan
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            NameFull: Sisi Ma
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            NameFull: Sha Xie
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              M: 01
              Type: published
              Y: 2024
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              Value: 35
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