Method: 565 fourth-grade students’ skill performance in four manipulative skills was assessed using four PE Metrics assessment rubrics with a 0-4 rating scale by trained evaluators. Their physical fitness was assessed using four FitnessGram test items by trained evaluators during regular physical education lessons.
Analysis/Results: Independent sample t-tests indicated that boys scored significantly higher than girls on soccer skills (t = 3.53, df = 519), throwing skill (t = 4.57, df = 521), basketball skills (t = 5.25, df = 539), and striking skill (t = 4.03, df = 542) at a significant level of p < .01. In contrast, chi-square tests indicated that girls had significant higher percentage for meeting the Healthy Fitness Zone of PACER test (X2 = 113.89, df = 63, p < .01), curl-up test (X2 = 84.6, df = 60, p < .05), and trunk lift test (X2 = 22.59, df = 12, p < .05), except for push-up test. The results of liner regression models indicated that the four manipulative skills significantly predicted PACER test for boys (F 4, 313 = 10.98, R2 = .12, p < .01) and girls (F4, 242 = 2.93, R2 = .05, p < .05), push-up for boys (F 4, 313 = 6.54, R2 = .8, p < .01) and girls (F4, 242 = 6.49, R2 = .10, p < .01), and trunk lift for boys (F 4, 313 = 9.21, R2 = .11, p < .01) and girls (F4, 242 = 10. 69, R2 = .15, p < .01), except for curl-up test for both genders. Results of t-test indicated that the students in the Skill Competent group significantly outperformed their counterparts in the Skill Incompetent group on PACER (p < .01), push-up (p < .01), and trunk lift test (boys: p < .05; girls: p < .01 ), except for curl-up test.
Conclusions: Demonstration of manipulative skill competency was instrumental to promoting healthy levels of physical fitness for boys and girls. The magnitude of the manipulative skills contributing to physical fitness was gender-specific. Designing gender-tailored and gender-balance physical education and recess intervention programs is recommend for future studies.