National Physical Education Content Standards (NASPE, 2004) identify motor skill competency, fitness, and regular physical activity as desired outcomes of quality physical education programs. Recent literature (McKenzie et al., 2002; Okely, Booth, & Patterson, 2001; Saakslanti, 1999) suggests that competency of some simple motor skills (i.e., running and overhead throw) are affected by physical activity while others are not (i.e., standing broad jump). The complexity of motor skill competency may be influential in these findings, as complex skills have higher demands, such as, sequencing and reaction time (Fitts & Posner, 1979). Determining the relationship between complex motor tasks, physical fitness and activity levels in children, all outcomes recommended by the national standards, may help to identify how best to attain all standards for learners. The purpose of this study was to examine the relationship of physical fitness and activity levels on motor skill competency in children. Fifty-seven children, ages 7 to 13, were recruited from a summer Sports Fitness Program offered by a Midwestern university. Participants performed three sports skill competency testing protocols (basketball, bowling, and paddle skills) created by the South Carolina Physical Education Assessment Program. Scoring rubrics contained age appropriate performance criteria (e.g. younger children bowled from a closer distance and used a 2-step approach rather than a 4-step approach). The participants were evaluated on their holistic ability rather than a specific skill of each sport. To determine physical fitness, participants also completed five tests of the Fitnessgram. Physical activity levels were determined in three ways: (a) each day of observation, all participants wore Accusplit© pedometers, (b) individuals were rated according to SOFIT6 video observation system, and (c) parental physical activity report. Inter-rater reliability for motor skill competency and SOFIT6 scores was .80. Descriptive statistics were calculated for motor skill, physical fitness, and physical activity. Partial correlations, controlling for age, were calculated for overall motor skill competency and fitness (r = .63, p < .01) and motor skill competency and physical activity (r = .31, p < .05). Competency in basketball (M = 1.88, SD = .11) was significantly higher than paddles (M = 1.63, SD = .12) and bowling (M = 1.77, SD = .10). Motor skill competency is influenced by physical fitness and regular physical activity; therefore, physical education teachers should emphasize the attainment of healthy fitness levels and high physical activity rates within and beyond physical education classes as a means of promoting motor skill competency.Keyword(s): elementary education, exercise/fitness, physical activity