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Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

Author

Listed:
  • Cecilia Ruiz-Esteban

    (Department of Evolutionary and Educational Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, 30100 Murcia, Spain)

  • Jaime Terry Andrés

    (Department of Evolutionary and Educational Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, 30100 Murcia, Spain)

  • Inmaculada Méndez

    (Department of Evolutionary and Educational Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, 30100 Murcia, Spain)

  • Ángela Morales

    (Department of Music, Autonomous University of Madrid, 28049 Madrid, Spain)

Abstract

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values ( F 1,134 = 14,389, p = 0.000, η 2 = 0.097) and higher leg coordination values ( F 1,134 = 19,281, p = 0.000, η 2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

Suggested Citation

  • Cecilia Ruiz-Esteban & Jaime Terry Andrés & Inmaculada Méndez & Ángela Morales, 2020. "Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers," IJERPH, MDPI, vol. 17(13), pages 1-12, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4891-:d:381285
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    Citations

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    Cited by:

    1. Ying Gu & Yong Chen & Jiameng Ma & Zhongyu Ren & Huaran Li & Hyunshik Kim, 2021. "The Influence of a Table Tennis Physical Activity Program on the Gross Motor Development of Chinese Preschoolers of Different Sexes," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    2. Alberto Domínguez-Muñoz & Jorge Carlos-Vivas & Sabina Barrios-Fernandez & José Carmelo Adsuar & Jesús Morenas-Martín & Miguel Angel Garcia-Gordillo & Francisco Javier Domínguez-Muñoz, 2021. "Pedagogical Proposal of Tele-Exercise Based on “Square Stepping Exercise” in Preschoolers: Study Protocol," IJERPH, MDPI, vol. 18(16), pages 1-10, August.
    3. Mohamed A. Hassan & Wenxi Liu & Daniel J. McDonough & Xiwen Su & Zan Gao, 2022. "Comparative Effectiveness of Physical Activity Intervention Programs on Motor Skills in Children and Adolescents: A Systematic Review and Network Meta-Analysis," IJERPH, MDPI, vol. 19(19), pages 1-12, September.

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