Frederik is an expert in perceptual-motor development and learning. In his research he studies the perceptual and cognitive processes involved in the planning and control of movement, both in people with motor problems (e.g. developmental coordination disorder) and in (top) athletes. The insights arising from this research are important for optimizing diagnostics, therapy and training.
Prof. Dr. Matthieu Lenoir
Matthieu Lenoir (PhD in Physical Education, Ghent University, 1997) focuses on the development of motor competence from early childhood to far into adulthood. Since each and every child has a right for an optimal (motor) development, the research intends to support early childhood (1-3 yrs), preschool, elementary and secundary school children and adolescents (3-18 yrs), young and adult elite and future elite athletes, children with movement difficulties or characteristics that hamper motor development, like childhood obesity). A common thread in the research line is the valorization efforts that are done when large research projects are finalized. Examples are The Flemish Sports Compass or the Multimove project
Dr. Eline Coppens
Doctoral project: Determinants of a child’s actual motor competence (AMC)
The general aim of this dissertation was to gain more insight in some specific individual, environmental and task-related determinants regarding children’s AMC and its development. Age (increasing), sex (boy), weight status (lower), health-related fitness (higher), PMC (higher), autonomous motivation toward OSP (higher) were all affecting children’s momentary level of AMC. Moreover, being younger, being a boy, and having a lower weight status was associated with a steeper evolution and thus a more pronounced improvement in AMC across developmental time. Being involved in more object control-oriented sports, spending more time in OSP, and having more years of experience in OSP seemed beneficial for AMC and/or its development.
In addition, being involved in multiple sports was also related to higher levels of cardiorespiratory fitness and PMC. However, it should be noted that the way AMC and PMC are defined, operationalized, and measured may impact the results. This may lead to slightly altered outcomes as to the individual's AMC performance and his/her self-perception thereof.
Our novel findings highlight the importance of exploring individual developmental trajectories of change in AMC across childhood, since the development of AMC during childhood is identified by a high degree of inter-individual variation. This will help to support positive and more tailored health trajectories across childhood and adolescence (Robinson et al., 2015), and it will inform decision making in policy and practice.
Altogether, our findings indicate that each individual child develops in its own ecological model, which is influenced by several individual, environmental and task-related determinants. In this respect, it is important to better support children’s (motor) development by using a multicomponent approach with attention for the individual child. Therefore, future interventions or movement programs should not only focus on improving children’s AMC but also on PMC, which might positively influence their weight status and autonomous motivation toward OSP. This, in turn, may be beneficial for their general development.
Current project: 1-2-3 MOVE! The 1-2-3 MOVE! project focuses on mapping the motor, cognitive, socio-emotional, and language development of Flemish toddlers. Concurrently, we inquire into how the motor competence of these young children is linked to environmental factors (such as the physical environment, interactions with parents, and professional caregivers) and investigate risk competence as a cornerstone for optimal motor and overall development. Through co-creation with various partners from policy and practice, we aim to develop initiatives to provide optimal developmental opportunities for children. Within this project, I take on a coordinating role, together with Dr. Felien Laureys.
Dr. Amber Van Puyvelde
Current project: 1-2-3 MOVE! Project The 1-2-3 MOVE! project focuses on mapping the motor, cognitive, socio-emotional, and language development of Flemish toddlers. Concurrently, we inquire into how the motor competence of these young children is linked to environmental factors (such as the physical environment, interactions with parents, and professional caregivers) and investigate risk competence as a cornerstone for optimal motor and overall development. Through co-creation with various partners from policy and practice, we aim to develop initiatives to provide optimal developmental opportunities for children. Within this project, I take on a coordinating role, together with Dr. Eline Coppens. My focus is primarily on preparing, conducting, and analysing the co-creation sessions.
Dr. Pieter Van Steenkiste
During his PhD, Pieter investigated the relationship between perceptual and motor skills in young and adult cyclists. As a postdoctoral researcher, he developed expertise in four main areas:
Perception–action coupling: the relationship between gaze behavior and movement, applied in traffic, sports, and human locomotion.
Hazard perception: visual search strategies for detecting potential hazards in traffic and among lifeguards.
Talent identification: differences in perceptual and motor skills between elite and novice athletes in sports such as badminton, volleyball, soccer, slalom skiing, and cycling.
Motor development: mapping and supporting the motor development of children.
As a postdoctoral researcher at Ghent University and Chief Scientific Officer at Hylyght, he is involved in research on the SportKompas and supports clubs and federations in applying scientific knowledge on talent identification and motor development in practice.
Drs. Laurens Gilson
Research project: The Talent Passport - Optimizing Talent Identification and Development in Belgian Youth Football
This chair has grown out of the concern of the Royal Belgian Football Association about the challenges associated with the development of young football players. Every week, hundreds of thousands of young players in Belgium eagerly put on their football boots, dreaming of one day being part of the Red Devils or the Red Flames. Due to the scale and organization of football events in Belgium, this context can be considered a reflection of our society, where we strive to bring every player to optimal performance and success. Every club is looking for talent, but finding talent comes with challenges, where disappointment and success, selection, deselection, and reorientation, promotion, and drop-out often closely intertwine. The chair is convinced that scientific research can still contribute significantly to the optimal development of every young player by focusing on individual characteristics of the player, as well as the environment in which he/she is trained. Despite efforts at the club and federation levels, predicting the potential level of youth players remains difficult. The project aims at the scientific optimization of talent processes, with the goal of improving progression to higher levels. It focuses on:
evaluating and improving the current testing protocol
understanding successful youth development
examining subjective perceptions of decision-makers/evaluators
reducing temporary disturbing factors in identification. The aim is to improve decision-making by using more objective and science-based criteria, thereby increasing predictive accuracy. This will make it possible to continue searching for and paying attention to missed youth talents.
Drs. Lisa Mertens
Research project: Monitoring motor competence in 1- to 3-year-old flemish toddlers (MoMoCo): Insight into the correlates/determinants of motor competence and its development during the early years of life
Motor competence (MC) is key in developing a healthy and active lifestyle and it relates to human cognitive and socio-emotional functioning. Yet, recent literature indicates a decline in (pre)school children's MC, while MC development and its influencing factors are hardly documented in 1- to 3-year-olds. As such, the WHO pinpoints motor development as a research gap to address in this age group. This has led to the following aims of this project, being situated in the context of child daycare centres: In a cross-sectional study, we objectively assess the current status of MC levels in Flemish toddlers, and investigate associations with cognitive/socio-emotional functioning and other individual as well as environmental factors. In a subsequent prospective cohort study, we examine individual change in MC developmental trajectories and cognitive/socio-emotional capacities over a 1-year timespan, identifying baseline determinants thereof. The project’s main deliverable is gaining a thorough insight in individual and environmental factors of MC and its development, including the parents’/caregivers’ perspective, to shape successful MC interventions in the future.
Drs. Helena Sienaert
Research project: Flemish toddlers’ (1-to-3-year-olds') risk competence
Parents and childcare professionals are the gatekeepers who determine the play and movement opportunities that toddlers have. They often make the environment for toddlers as safe as possible, limiting play and movement opportunities based on the assumption that toddlers lack risk competence. But is that really the case? In this doctoral research, we explore the concept of risk competence in toddlers. What does the literature say about risk competence in young children, specifically toddlers? Which elements are important according to experts in toddler development and risky play? We record videos of toddlers engaging in free play with acceptable risks, and show them to their parents and the childcare professionals who work with them. What hazards and associated risks do parents and childcare professionals observe in that situation? Do they believe the toddler has also noticed those hazards and correctly assessed the associated risks and their own capacities? Do they think the toddler appears to (unconsciously) take risks or (consciously) make risk-taking decisions? And does the toddler seem capable of dealing appropriately with the risks? In other words, how do parents and childcare professionals estimate the risk competence of toddlers? And how are they currently supporting the risk competence of toddlers at home and in childcare? We include these insights in a co-creation process with the professional field and policy makers regarding toddlers in Flanders. We develop practical tools and policy recommendations to make the play environment for toddlers as safe as necessary, and to support toddlers’ risk competence. (1-2-3 MOVE)
Drs. Lies Blontrock
Research project: Co-created initatives focused on motor competence to kick-start 1- to 3-year-old Flemish toddlers’ developmental trajectories
The primary objective of this project is to chart the motor competence and progression of motor development in 1 to 3-year-old Flemish toddlers. Other developmental domains (cognition, socio-emotional, and language) are measured as secondary outcomes. Individual and environmental factors are also collected. The home or childcare environment provides interactions and exposures, thus playing a crucial role in a child's development, which is addressed within this project. With the gathered information, we aim to explore the relationship between motor development and other developmental domains. If a child is strong in motor skills, does that also indicate strength in other developmental domains? We intend to investigate development both cross-sectionally and longitudinally through three test measurements with a six-month interval.
Examining the developmental trajectories, individual factors, and environmental factors of the child is necessary to prepare for the co-creation of initiatives aimed at boosting development. We aim to explore all of this within the three contexts (group care, family care, and home care) of childcare, with a specific focus on group care in this research project, making distinctions within this context. (1-2-3 MOVE)
Drs. Lore Daelman
Research project: The primary objective of this project is to map the motor competence and progression of motor development in 1 to 3-year-old Flemish toddlers. Other developmental domains (cognition, socio-emotional, and language) are measured as secondary outcomes. Individual and environmental factors are also collected. The home or childcare environment provides interactions and exposures, playing a significant role in a child's development, and within this project. With the gathered information, we aim to explore the relationship between motor development and other developmental domains. Does a child with strong motor skills also excel in other developmental domains? We intend to investigate development both cross-sectionally and longitudinally through three test measurements with a six-month interval.
Examining the developmental trajectories, individual factors, and environmental factors of the child is necessary to prepare for the co-creation of initiatives aimed at boosting development. We aim to explore all of this within the three contexts (group care, family care, and home care) of childcare. Lore will specifically focus on the home context. (1-2-3 MOVE)
Drs. Laure Geirnaert
Research project: When it comes to early childhood development, it could be stated that the role of both parents and childcare workers is vital: young children learn by imitating. Meaningful interactions with adults are therefore crucial when it comes to (motor) development. Yet, to what extent do parents and childcare workers know how to boost early development and more specifically, motor competence? Do they fully comprehend their influence on toddlers? Within this part of the project, we will take a closer look at the profile of these childcare heroes: how does the background of childcare workers differ within the variuous educational programs in Flanders? What aspects of (motor) development are included within the curricula? Moreover, we will elaborate on the needs, attitudes and strengths of childcare providers. We will also attempt to evaluate how (motor) development is supported in the practical field by observing interactions. On the ground of these findings, we will explore how to optimally promote motor competence within the educational programs of (future) childcare workers and additionally support both parents and childcare providers in creating important opportunities for movement for these young toddlers. (1-2-3 MOVE)
Drs. Arthur De Raeve
Arthur’s research focuses on motor learning and neuroplasticity in individuals with Developmental Coordination Disorder (DCD). He examines how the structural and functional organization of the brain differs between individuals with and without DCD, and how these differences contribute to motor control and learning processes. Using magnetic resonance imaging (MRI) and electroencephalography (EEG), brain structure and activity are investigated in both adults and children, during rest, motor learning tasks, and sleep. The findings from this research contribute to a deeper understanding of motor learning in DCD and provide an important foundation for the development of more targeted diagnostic tools and interventions.
