PURPOSE: Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. METHOD: Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. RESULTS: Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (β = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. CONCLUSION: Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.
PURPOSE:Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. METHOD: Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. RESULTS: Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (β = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. CONCLUSION: Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.
Entities:
Keywords:
Fundamental motor skills; motor development; motor skill interventions; physical education
Authors: Ali Brian; Adam Pennell; Sally Taunton; Angela Starrett; Candice Howard-Shaughnessy; Jacqueline D Goodway; Danielle Wadsworth; Mary Rudisill; David Stodden Journal: Sports Med Date: 2019-10 Impact factor: 11.136
Authors: Tao Zhang; Joonyoung Lee; Tsz Lun Alan Chu; Changzhou Chen; Xiangli Gu Journal: Int J Environ Res Public Health Date: 2020-04-26 Impact factor: 3.390
Authors: Anne R Lindsay; Angela Starrett; Ali Brian; Teresa A Byington; Jennifer Lucas; Madeleine Sigman-Grant Journal: Int J Environ Res Public Health Date: 2020-04-29 Impact factor: 3.390
Authors: Mohamed A Hassan; Wenxi Liu; Daniel J McDonough; Xiwen Su; Zan Gao Journal: Int J Environ Res Public Health Date: 2022-09-21 Impact factor: 4.614
Authors: Ying Gu; Yong Chen; Jiameng Ma; Zhongyu Ren; Huaran Li; Hyunshik Kim Journal: Int J Environ Res Public Health Date: 2021-03-05 Impact factor: 3.390