Abstract
The main purpose of the present study is to elucidate any differences which may exist in the FMSs of children between the ages of six and nine. Purposive sampling was used to recruit a total of 485 participants (244 boys and 241 girls) in Chiayi City and Chiayi County. All of the participants were between the ages of six and nine and had no disabilities or major health problems. Of these, 92 were between the ages of six and seven; 197 were between the ages of seven and eight; and 196 were between the ages of eight and nine. The average age was seven years and eight months. The main research tool used in this study was the Test of Gross Motor Development-2 (TGMD-2). There was a significant difference in both overall object control skills (t = 9.08, p < .001) and overall performance (t = 5.45, p < .001), with the boys performing better than the girls in both overall object control skills (M = 31.48 ＞ M = 20.29) and overall performance (M = 56.84 ＞ M = 52.47). Significant differences were also found for overall locomotor skills (F = 12.29, p < .001), overall object control skills (F = 12.81, p < .001), and overall FMSs (F = 20.44, p < .001). For locomotor skills the Scheffe post hoc test revealed that those aged eight and nine performed better than those aged between six and eight, and that those aged between seven and eight performed better than those aged between six and seven. For object control skills and overall FMSs the Scheffe post hoc test revealed that those aged between eight and nine performed better than those aged between six and eight. Thus it would be desirable for physical education teachers at elementary schools to have girls participate in a variety of ball games, and also to encourage girls to engage in simple catching, throwing, and dribbling activities after school. In sum, schools need to provide a variety of movement activities which students find interesting, and also encourage students to participate in sports after class and outside of school.
Highlights
Beginning from birth, an infant gradually learns how to use its muscles so as to control its movements and manipulate objects, a developmental process which proceeds in a definite direction and follows a predictable order
It is stressed that this early stage of growth should focus on the development of fundamental movement skills (FMS), and that after the age of eight the focus should shift to the development of more advanced movement skills
There was a significant difference in both overall object control skills (t = 9.08, p < .001) and overall performance (t = 5.45, p < .001), with the boys performing better than the girls in both overall object control skills (M = 31.48 > M = 20.29) and overall performance (M = 56.84 > M = 52.47)
Summary
Beginning from birth, an infant gradually learns how to use its muscles so as to control its movements and manipulate objects, a developmental process which proceeds in a definite direction and follows a predictable order. The acquisition of each new complex movement skill relies on previously acquired movement skills. Physical development includes changes in stature, proportions, appearance, health, and movement skills, each stage of which has a certain amount of plasticity [1]. Weikart [3] has pointed out that first and second graders need to acquire a wide variety of physical skills, including such object control skills as throwing, kicking, and catching a ball, and such movement skills as walking, running, and hopping. The successful development of FMSs is essential to the acquisition of complex movement skills, and promotes muscle coordination and assists in the development of interpersonal, cognitive, and emotional skills [4]. FMS can be divided into locomotor skills (LS) and object-control skills (OCS) [8]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
