Gross motor development in preschoolers on the islands of Lake Titicaca (3810 m.a.s.l.), Puno, Peru (Desarrollo motor grueso en preescolares de las islas del lago Titicaca (3810 m s. n. m.), Puno, Perú)

Abstract

Abstract. The objective of this study was to analyze gross motor development in preschoolers on the islands of Lake Titicaca, considering the variables sex and age. The study corresponds to the descriptive-comparative cross-sectional design. 57 preschool children (31 boys and 26 girls, age M = 5.0, TD = .54) from the islands of Amantaní, Taquile and Uros, located in the province of Puno (Peru), at an altitude of 3810 m.a.s.l. participated. TGMD-2, Spanish version (reproducibility of .82) was used. The results show an average gross motor development (50.9%), with an age equivalent to six years (M = 6.0, TD = .82), one year above its chronological age (M = 5.0, TD = .54). Differences were found between islands (p = .01 <.05). No gender differences were found in gross motor development (p = .15> .05) or in locomotion development (p = .74> .05), but in object control (p = .00 <.05). , as well as in age (p = .00 <.05). It is concluded that the preschoolers present an average gross motor development with an equivalent age of one year older than their chronological age, of which preschool children from Taquile stand out by presenting a higher – above average development, with an equivalent age of one year and nine months older than their chronological age, being superior to those of Amantaní and Uros, who present an average development and a lower equivalent age. Women show more development than men only in object control. Those of four years present more development than those of five. 
 Resumen. El objetivo de este estudio fue analizar el desarrollo motor grueso en preescolares de las islas del lago Titicaca, considerando las variables sexo y edad. El estudio corresponde al diseño transversal descriptivo-comparativo. Participaron 57 niños de etapa preescolar (31 varones y 26 mujeres; edad M=5.0, DT= .54) de las islas de Amantaní, Taquile y Uros, localizadas en la provincia de Puno (Perú), a una altitud de 3810 m s. n. m. Se utilizó el TGMD-2, versión en español (reproductividad de .82). Los resultados demuestran un desarrollo motor grueso promedio (50.9%), con una edad equivalente a seis años (M=6.0, DT= .82), un año por encima de su edad cronológica (M=5.0, DT= .54). Se encontraron diferencias entre islas (p= .01< .05). No se encontraron diferencias de género en el desarrollo motor grueso (p= .15> .05) ni en el de locomoción (p= .74> .05), pero sí en control de objetos (p= .00< .05), al igual que en edad (p= .00< .05). Se concluye en que los preescolares presentan un desarrollo motor grueso promedio con una edad equivalente de un año mayor a su edad cronológica, de los que destacan preescolares de Taquile al presentar un desarrollo superior-por encima del promedio, con una edad equivalente de un año y nueve meses mayor a su edad cronológica, siendo superior a los de Amantaní y Uros, quienes presentan un desarrollo promedio y edad equivalente menor. Las mujeres presentan mayor desarrollo que los varones solo en control de objetos. Los de cuatro años presentan mayor desarrollo que los de cinco.

Development of Basic Motor Skills from 3 to 10 Years of Age: Comparison by Sex and Age Range in Chilean Children

“…Studies also argue that this stage is critical for human development and learning [10][11][12], as fundamental movement skills play an essential role, since they represent the basic functional unit of movements that are more complex [13][14][15][16][17][18][19][20][21] and that favor the acquisition of mature movement patterns [22,23]. Their nature is mainly ontogenetic, and they are influenced by dynamic interactions with the environment [19,23] in which biological, psychosocial, and environmental factors have an influence [1,13,[24][25][26][27]. These fundamental movement skills enable children to successfully cope with the challenges of everyday life, interact with the environment, and adapt to a changing environment [13].…”

“…They are relevant because they are recognized as precursors of physical activity and also of sedentary lifestyles [24,28,29]. In addition, children with appropriate learning environments can achieve substantial improvements, as this is a period of maximum sensitivity and vulnerability to environmental influences [25,29,30]; thus, the first life cycle, especially between 2 and 6 years of age, has a strong impact on the development of skills, since it is identified as a sensitive period in motor construction [4,[28][29][30][31][32][33] and of influence for later stages [1,34,35]. They show that typically developing children have the potential to be proficient in many skills by the age of 6 years [20].…”

Propiedades psicométricas de la versión peruana del Test de Desarrollo Motor Grueso – Tercera Edición (Psychometric properties of the Peruvian version of the Gross Motor Development Test - Third Edition)

“…Las HMF son aquellas capacidades físicas que permiten a los niños moverse de diversas maneras (habilidades locomotoras) e interactuar con los objetos (habilidades manipulativas) (Bautista et al, 2020). Las HMF son los cimientos de los patrones de movimiento que conducen a la ejecución de secuencias de movimientos complejos y más avanzados del contexto (Hulteen et al, 2020;Mamani-Ramos et al, 2021;Rey et al, 2020), esenciales para participar con éxito en actividades físico-deportivas, recreativas y dancísticas (Gallahue et al, 2012;Wagner et al, 2017) a lo largo de la vida (Estevan et al, 2017;Goodway et al, 2019;Mohammadi et al, 2018) con el fin de contribuir al desarrollo sostenible de la salud pública (Eddy et al, 2020;Hulteen et al, 2020).…”

Qualidade avaliativa do Test of Gross Motor Development 2: Uma investigação com base na Teoria de Resposta ao Item (Calidad evaluativa de la prueba de Desarrollo Motor Grueso 2: Una investigación basada en la Teoría de Respuesta al Ítem)

“…Pesquisas tem demostrado que o instrumento de avaliação motora TGMD-2 tem validade e confiabilidade em grande parte do mundo, sendo que estudos para avaliar o desenvolvimento típico de crianças foram conduzidos nos Estados Unidos (Kit, Akinbami, Isfahani, & Ulrich, 2017), Myanmar (Aye et al, 2017), Peru (Mamani-Ramos et al, 2021), Japão (Aye et al, 2018), Inglaterra (Foulkes et al, 2015), Coréia (Kim, Han & Park, 2014), Iran (Farrokhi, Zadeh, Alvar, Kazemnejad & Ilbeigi, 2014), e Brasil (Vargas et al, 2018). Além disso, foi realizada a análise de validade e confiabilidade com crianças belgas (Simon set al, 2007) e chilenas (Cano-Cappellacci, Leyton & Carreño, 2015).…”