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Orientador(es)
Resumo(s)
Background: Fundamental motor skills are key components of early motor competence and may contribute to physical activity participation and health-related development during childhood. However, less is known about domain-specific responses to structured interventions and whether intervention effects vary according to baseline motor competence and age. This study examined a structured, play-based physical literacy intervention in preschool children.
Materials and methods: A cluster-randomized controlled trial was conducted with 160 children aged 3–6 years from eight pre-school classes. Classes were randomly allocated to an intervention group (IG; five classes, n = 98) or a control group (CG; three classes, n = 62). The IG received an 8-week structured, play-based motor program delivered twice a week, whereas the CG continued usual preschool activities. Fundamental motor skills were assessed at baseline and post-intervention using the Test of Gross Motor Development–Third Edition. Primary outcomes were locomotor raw scores, ball skills raw scores, and the Gross Motor Index (GMI). ANCOVA models adjusted for baseline score, age, and sex were used, with mixed-effects models including preschool class as a random intercept for sensitivity analyses. Main effects and interactions were assessed using F-tests, with partial eta squared (η²p) reported as the measure of effect size. Registered at ClinicalTrials.gov (NCT07624695; https://clinicaltrials.gov/study/NCT07624695).
Results: Post-intervention data were available for 139 children. Compared with the CG, the IG showed significantly higher post-intervention locomotor scores, ball skills scores, and GMI. Group effects were significant for locomotor skills (F(1,131) = 31.37, p < .001, η²p = .193), ball skills (F(1,131) = 94.81, p < .001, η²p = .420), and GMI (F(1,131) = 73.24, p < .001, η²p = .359). Significant group × baseline score interactions were observed for all outcomes, and group × age interactions were significant for ball skills and GMI. Sensitivity analyses yielded consistent findings.
Conclusions: A structured, play-based physical literacy intervention improved fundamental motor skills in preschool children, with particularly marked effects on ball skills and GMI. Findings suggest that intervention responsiveness may vary by motor domain, baseline competence, and age, supporting differentiated and developmentally responsive approaches in early childhood motor programs.
Descrição
Palavras-chave
Physical literacy Preschool children Fundamental motor skills Motor competence Cluster-randomized controlled trial Play-based intervention Gross motor development TGMD-3
Contexto Educativo
Citação
AGNESE, Massimiliano [et al.] (2026) - Domain-specific motor responses to a play-based physical literacy intervention in preschool children: A cluster-randomized controlled trial. Frontiers in Sport and Active Living. inpress