Influences of gender and socioeconomic status on the motor proficiency of children in the UK

Abstract

As the development of movement skills are so crucial to a child's involvement in lifelong physical activity and sport, the purpose of this study was to assess the motor proficiency of children aged 4-7 years (range= 4.3-7.2 years), while considering gender and socioeconomic status. 369 children (176 females, 193 males, aged = 5.96±0.57 years) were assessed for Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Co-ordination, Balance, Speed and Agility, Upper-Limb Co-ordination and Strength. The average standard score for all participants was 44.4 ± 8.9, classifying the participants towards the lower end of the average score. Multivariate analysis of covariance identified significant effects for gender (p<0.001) and socioeconomic status (p<0.001). Females outperformed males for fine motor skills and boys outperformed girls for catch and dribble gross motor skills. High socioeconomic status significantly outperformed middle and / or low socioeconomic status for total, fine and gross motor proficiency. Current motor proficiency of primary children aged 4-7 years in the UK is just below average with differences evident between gender and socioeconomic status. Teachers and sport coaches working with primary aged children should concentrate on the development of movement skills, while considering differences between genders and socioeconomic status.

Psychometric evaluation of a new proxy‐instrument to assess participation in children aged 3–6 years with visual impairment: PAI‐CY 3‐6

“…‘cutting and pasting’ and ‘(un)dressing independently’. Although contradicted by studies not finding any differences, some studies have suggested that fine motor skills develop earlier in girls than in boys, which might explain the DIF for gender found in this study. Upon inspection, DIF for gender did not seem to be confounded by differences in level of VI, presence of comorbidity or differences related to age.…”

Preschool Neurodevelopmental Outcomes in Children with Congenital Heart Disease

“…10,16,18 However, findings of the current study are consistent with recent reports that have shown similar differences by sex in motor and writing skills in healthy children. 35,36 It is interesting to note that no factors examined in the present study predicted problems with executive functioning, attention, or behavior, deficits that are frequently seen in older children with CHD. 2 In the present study, executive functioning, attention, and behavior were assessed exclusively via parent questionnaires, which may have influenced the results.…”

Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

“…Despite this, there are few studies (e.g. Foulkes et al, 2016;Morley et al, 2015) which empirically substantiate claims that British children's FMS proficiency is 'low'.…”

“…In the context of England, the most recent changes to the PE curriculum explicitly identified the development of FMS as a key outcome within Key Stage 1 (ages 5-7 years), and the development of fundamental sports skills as key within Key Stage 2 (7-11 years) (Department for Education, 2013). In the English National Curriculum for PE (Department for Education, 2013), the development of particular FMS is emphasised with the Key Stage 1 attainment targets, stating that pupils should: 'master basic movements including running, jumping, throwing and catching,' and the Key Stage 2 attainment targets stating that pupils should: 'use running, jumping, throwing and catching in isolation and in combination'. Despite this focus on FMS, multiple research studies identify concerns that FMS competency among children is low, and that children are not mastering these FMS to their expected age-related developmental capability (Bryant et al, 2016;Foulkes et al, 2015;Morley et al, 2015;O'Brien et al, 2016;Okely and Booth, 2004).…”