Abstract
The aim of this study was to evaluate the differences on motor competence between boys and girls aged 4 years old and investigate the existence of Relative Age Effect on their motor competence. In total, 132 preschool children were evaluated, of whom 60 (45.50%) were girls and 72 (54.5%) were boys. The distribution of the participants was from quarter 1 [n = 28 (21.2%)], quarter 2 [n = 52 (39.4%)], quarter 3 [n = 24 (18.2%)], and quarter 4 [(n = 28 (21.2%)], respectively. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. The data show the main effects on quarter of birth factor in manual dexterity (MD; p < 0.001), in aiming and catching (A&C; p < 0.001), in balance (Bal; p < 0.001) and in total test score (TTS; p < 0.001). There are also statistical differences on gender factor in MD (p < 0.001) and in TTS (p = 0.031). A significant effect was also found in the interaction between two factors (gender and quarter of birth) in MD (p < 0.001), A&C (p < 0.001), and Bal (p < 0.001). There are differences in all the variables studied according to the quarter of birth and only in manual dexterity and in the total score if compared according to gender (the scores are higher in girls).
Highlights
The search for a quality educational system has increased the interest in the evaluation of school performance, which has grown in recent decades [1]
The results of the multivariate analysis of variance (MANOVA) (Figures 1 and 2) regarding the manual dexterity (MD) indicated that there is a significant main effect on the quarter of birthdate factor [F (3, 124) = 10.760, p < 0.001, η2 = 0.21], which is higher in those born in the first quarter, and in the gender factor [F (1, 124) = 14.977, p < 0.001, η2 = 0.11], being higher in girls than boys
Regarding balance (Bal), the results of the MANOVA indicated that there is a significant main effect of the quarter of birthdate factor [F (3, 124) = 25.840, p < 0.001, η2 = 0.38], with the scores higher in those born in the first quarter, but not in gender factor (p = 0.626)
Summary
The search for a quality educational system has increased the interest in the evaluation of school performance, which has grown in recent decades [1]. It is known that if motor skills are acquired properly during childhood, it will contribute to the acquisition of autonomy, which is understood as the development of the ability to do, be well alone, and live solid relationships with others, in the development of habitual activities (i.e., go to the bathroom, eat alone, move properly, write) [10]. Fine motor skills refer to precision movements that involve few muscle groups in the hand, feet, or face These skills can be performed with or without integrating a visual stimulus. Gross motor skills require the use of large muscle groups in movements that involve many sections of the body or the entire body These can be classified into locomotives (running, jumping, sprinting, etc.), manipulative (throwing, receiving, hitting, etc.) and equilibrium (static and dynamic) [6]
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