Comparative Effects of Structured and Regular Kindergarten Physical Activities on Motor Competence in Preschool Children
Year: 2025
Type: article
Abstract: This study aimed to examine the effects of a structured developmental gymnastics program compared to regular kindergarten activities on the development of locomotor and object manipulation skills in preschool children. Preschool children were allocated to an experimental group (developmental gymnastics) or a control group (regular kindergarten). Motor competence was assessed using the Test of Gross Motor Development, Third Edition (TGMD-3), including locomotor and object manipulation skills. Children in the experimental group achieved significantly higher scores across all measured domains. Compared with the controls, they showed superior manipulation skills (33.93 ± 4.54 versus 20.27 ± 5.74, p < 0.001), locomotor skills (32.67 ± 3.75 versus 25.53 ± 6.87, p < 0.001), and total TGMD-3 score (66.60 ± 6.78 versus 45.80 ± 9.93, p < 0.001). Motor quotients for locomotor (10.47 ± 1.25 versus 8.67 ± 2.09, p < 0.001) and manipulative skills (10.70 ± 1.54 versus 7.37 ± 1.79, p < 0.001) were also higher in the experimental group. Additionally, the Gross Motor Index (103.33 ± 6.90 versus 88.07 ± 8.98, p < 0.001) and overall quality rating of motor performance (4.13 ± 0.43 versus 3.27 ± 0.79, p < 0.001) confirmed the advantage of structured gymnastics. Participation in a developmental gymnastics program significantly enhances locomotor and manipulative skills, the overall quality rating of motor performance, and overall motor competence in preschool children compared to regular kindergarten activities which consisted of unstructured free play and routine daily tasks without a specific motor skills program.
Institutions: Educons University, University of Novi Sad
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7125963596