Motor Development among Spanish Preschool Children.

Cristina Honrubia-Montesinos,Luisa Losada-Puente,Pedro Gil-Madrona

doi:10.3390/children8010041

Cristina Honrubia-Montesinos, Luisa Losada-Puente + Show 1 more

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https://doi.org/10.3390/children8010041

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Abstract

The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities.

Highlights

Fundamental movement skills (FMS) have been described as the building blocks for movement and form the foundation for many of the specialized movement skills needed to participate successfully in sport and physical activity [1]
The results are going to be presented taking into account sex, age, being or not an only child, prematurity, and the practice of extracurricular activities
In respect to locomotor skills, we found the prevalence of mastery was higher among those who practiced extracurricular physical activities

Summary

Introduction

Fundamental movement skills (FMS) have been described as the building blocks for movement and form the foundation for many of the specialized movement skills needed to participate successfully in sport and physical activity [1]. Childhood is a critical time for FMS development as recent reviews have found FMS proficiency to be positively associated with a range of health, fitness, and academic outcomes, participation in organized sports, and sustained engagement in physical activity [3,4,5] Despite knowing that these skills play a crucial role in health and physical activity habits, studies have shown that preschool children present motor delays and during this stage an increasing number of young children have insufficiently developed FMS [6]. FMS must be instructed and promoted [7,8] For this reason, and according to a socio-ecological approach, the child’s environment plays a vital role in motor development. This concept is based on a mutual interaction between the biological conditions and the environment that can be seen as a dynamic developmental system of perception and action [1,9]

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