Abstract
This study compared the mastery of fundamental motor skills (FMS) of males and females in early-childhood (four to five years, n = 170) and in middle-childhood (nine to ten years, n = 109) who attend schools in deprived and ethnically diverse areas of England. Process FMS (object control and locomotor skills) were observed using the Test of Gross Motor Development-2. Sprint speed over 10 meters and jump distance assessments were conducted using light gates and tape measures. A gender (male vs. female) by year-group (early-childhood vs. middle-childhood) interaction was shown for the process and product-oriented FMS measurements. Middle-childhood males and females demonstrated significantly greater FMS mastery, as compared to early-childhood (p < 0.05). Furthermore, middle-childhood males demonstrated significantly greater mastery of total FMS, object control skills, and product-oriented assessments, in comparison to females (p < 0.05). Children of Black and White ethnic groups achieved significantly greater mastery of locomotor skills, compared to Asian children, though this did not differ by year-group (p < 0.05). The results suggest that FMS development in deprived and ethnically diverse areas in England varies between genders during middle-childhood and ethnicity. Thus, interventions addressing the lack of FMS mastery achievement, shown in middle-childhood girls and children from Asian ethnic backgrounds, may be pivotal. Further exploration of the role of ethnicity would provide greater clarity in approaching interventions to improve FMS.
Highlights
Regular physical activity (PA) in childhood is essential for lifelong physiological, psychological, cognitive, and social development [1]
Novel data are presented through assessing children in the acquisition phase in EC and at the end of the transitional stage in MC of Fundamental Motor Skills (FMS) development in England, comparing year group, gender, and ethnicities between and within these groups
The key finding from this study is that children from Black and White ethnic backgrounds performed significantly better for locomotor skills, compared to Asian children, irrespective of childhood stage
Summary
Regular physical activity (PA) in childhood is essential for lifelong physiological, psychological, cognitive, and social development [1]. The acquisition of FMS initiates during infancy and is commonly acquired by the age of five to six years [6,7]. Children enter into a phase of transition (seven and ten years), where acquired skills are expected to be mastered and become more context specific—such as in sporting situations [6]. FMS acquisition does not develop naturally or automatically, it must be taught based on age and stage of learning, and should be practiced and reinforced [8,9,10]
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