Motor Skill Readiness of Preschool Children [Motor Behavior]

Movement and activity are fundamental processes that facilitate learning and socialization, particularly in early childhood. Since motor skills-testing is not routine in either pre-school or elementary grade levels, little is known about movement proficiency of children, particularly in preschool. School-mandated fitness tests assess endurance, strength, body composition and flexibility, but do not evaluate performance of fundamental motor patterns (Malina, 1991). The purpose of this study is to determine if preschool children from a low socio-economic group (Parkway Elementary School, Lubbock, Texas) are equipped with the fundamental motor patterns expected for their age. If fundamental motor skills mediate the mastery of complex tasks, success in exercise or sport, and adherence to a life-long involvement in activity, motor development and assessment should be focal areas in schools and PE programs (Seefeldt & Haubenstricker, 1982; Nicholls, 1989). This study addresses the need for skills-assessment by determining the motor proficiency of Kindergarten children belonging to a lower socio-economic group. Twenty-four (N=12 boys, N=12 girls) young children (M=6.3 years) performed locomotor (6) and object-control (6) skills as described in the Test of Gross Motor Development 2 (TGMD2, Ulrich, 2000). Gallop, hop, run, jump, leap and slide comprise the locomotor tasks (LOC), while object-control skills (OBJ) include ball-strike, dribble, roll, throw, catch, and kick. Performances (videos) were evaluated and scored, with the latter, converted to percentile rank (Ulrich, 2000). Average percentile scores (LOC and OBJ) were determined for the group (ALL) and per gender. Mean scores (M± SD) for LOC were as follows, LOC_All= 32.9 ± 18.5, LOC_Boys=28.1±18.1, LOC_Girls=37.8±18.2, while OBJ scores were, OBJ_All=26.5±20.4, OBJ_Boys=20.1±11.0, OBJ_Girls=32.8±25.7). A multivariate analysis of variance (MANOVA) comparing genders, with LOC and OBJ percentile scores (correlation r=0.25) as dependent variables revealed no significant differences between boys and girls (Wilks' l= 0.861, F(2,21)=1.701, p=0.207). Overall, this group of young children performed below the 50th percentile mark. Regardless of gender, the children underperformed and exhibited less than adequate locomotion and object-control skills. They did not demonstrate the expected level of proficiency for their age. Future research should determine if school programs provide sufficient opportunities to “catch-up”. Is this “delay” maintained despite PE in school, or worse, does further degradation of motor skills occur? At present, given the inattention to motor skills assessment, research is needed to determine the state of motor abilities of children.
Keyword(s): assessment, early childhood, physical activity