Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners.

Elena Escolano-Pérez,Carmen R. Sánchez-López,Maria Luisa Herrero-Nivela

doi:10.3389/fpsyg.2022.848525

Elena Escolano-Pérez, Carmen R. Sánchez-López + Show 1 more

Open Access

https://doi.org/10.3389/fpsyg.2022.848525

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Abstract

Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

Highlights

Fundamental motor skills (FMS) are organized series of basic movements patterns that involve various body parts to perform a specific act, i.e., they are movements necessary for goal-directed activity (Logan et al, 2018; Lawson et al, 2021)
There are differences in the scores referring to the following FMS: long jump [F(1,34) = 8.593, p = 0.006; P = 0.810; d = 1.28; CI: 95%: 1.12–1.45]; total locomotor skills [F(1,34) = 8.880, p = 0.005; P = 0.825; d = 1.27; CI: 95%: 1.1–1.43] and total FMS [F(1,34) = 6.912, p = 0.013; P = 0.724; d = 1.11; CI: 95%: 1.05– 1.17]
Taking into consideration the level of inhibition control of the participants, significant differences are found in the following FMS scores: vertical jumps [F(1,34) = 10.389, p = 0.003; P = 0.879, d = 1.75; CI: 95%: 1.53–1.97]; total dynamic balance [F(1,34) = 13.107, p = 0.001; P = 0.940, d = 0.76; CI: 95%: 0.66–0.85]; total balance [F(1,34) = 9.192, p = 0.005; P = 0.838; d = 0.29; CI: 95%: 0.17–0.40] and total FMS [F(1,34) = 7.456, p = 0.01; P = 0.756; d = 0.93; CI: 95%: 0.66–1.19]

Summary

Introduction

Fundamental motor skills (FMS) are organized series of basic movements patterns that involve various body parts to perform a specific act, i.e., they are movements necessary for goal-directed activity (Logan et al, 2018; Lawson et al, 2021). Failure to develop competency in FMS will make difficult to learn more advanced/specialized forms of these skills (Getchell et al, 2020) It will decrease the probability of applying motor skills to life-long physical activities, playing sports and becoming an elite athlete (Koch and Krenn, 2021)

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