The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities.

The present research aimed to study the psycho-motor performance of five-year-old children with different body mass indices (BMI). A total of 694 pre-school children in the province of Albacete-Spain participated. Their performance in motor, perceptual, and social-emotional skills was analyzed using a standardized observation sheet (Checklist of Psychomotor Activities—CPA) and then compared according to their BMI using non-parametric statistical methods (Mann-Whitney test). Separate comparisons were made for girls and boys. Results indicated significant differences in performance amongst the groups of girls in all the motor and perceptual activities, and in the social relationships component of the social-emotional factor. These differences seemed to penalize motor activities, perceptual skills, and social relationships in overweight and obese girls compared to normal weight girls. In the case of boys, there were significant differences in laterality and visual-motor coordination (favoring overweight boys). Differences in respiratory control were also found, but in this case, penalizing obese boys compared to normal weight boys. Knowledge of possible psychomotor limitations in obese children could allow psychologists and healthcare professionals to design more focused interventions.

The objective of this work was to examine the perceptions of adults responsible for the care of children in their leisure time about the contribution of public playgrounds to motor, social, and creative development and obesity reduction in children, analyzing these perceptions according to sex, age, educational level, and level of involvement in the child's education of the participants. The sample consisted of 1019 adults responsible for the care of children in their leisure time in Albacete (Spain). A validated questionnaire was the instrument used to assess perceptions of participants on the influence of the public playgrounds in motor, social, and creative development and obesity reduction of children. The instrument was validated on a first sample of convenience and had good reliability (α = 0.997) and construct validity (CFI = 0.997). The results showed that most participants agreed with the positive contribution of public playgrounds to social skills (78.8%), motor skills (53.7%), creativity (52.2%), and obesity reduction (48.8%) in children. Women, those between 30 and 49 years, those with a higher educational level and those with a higher level of involvement in the child's education had more positive perceptions regarding the impact of public playgrounds to motor, social, and creative development and obesity reduction in children. These results should be taken in consideration to foster the use of public playgrounds in all sectors of population.

The purpose of this study was to examine the effectiveness of a physical education (PE) program focused on the affective domain for 6th to 8 th grade students with respect to the acquisition and transfer of social skills and values. Further, the extent that general classroom teachers and parents perceived if the learned skills where transferred to other context outside the PE class was examined in a sample of 274 students (ages 11 to 13 years old). One hundred and forty-five males (53%) and 129 females (47%) from five urban schools in Albacete Spain were studied. Three questionnaires were used (pre and post rating scales) as data collection instruments for students, teachers and parents. Results demonstrated encouraging estimates of reliability for the subscales of PE teachers' perceptions of students' values and regular education teaches perceptions with very strong values of internal consistency .82 and .93 respectively. Posttest values were slightly higher. Further, findings demonstrated positive outcomes after the intervention in teacher perceptions about students values levels (t =-8,05; p < .01), enjoyment, (t =-7.10; p < .01), fair play (t = -8.09; p < .01), social relation (t = -6.48; p < .01), good habits (t = -7.43; p < .01) and emotional control (t = -6.03; p < .01) in favor of the intervention group. These results support previous studies evidencing that integrating social skills and values intervention in the PE class increase students' development in the affective domain.

The present research aimed to develop the Checklist of Psychomotor Activities (CPA) to measure psychomotor development in 5-6 year old children. We recruited 694 preschool children in the province of Albacete; their teachers were trained to use and complete this instrument to gather data for testing its psychometric properties (reliability, and content, construct, and discriminant validity). The CPA is composed of three subtests measuring children’s performance in motor, perceptual, and emotional–social aspects of psychomotor functioning. To gather evidence of content validity, we applied the Delphi method, based on the comments of seven judges. We assessed construct validity with confirmatory factor analysis, and we tested discriminant validity by comparing the scores of premature and typically developing children and separate groups of children defined by their body mass index. We found adequate item consistency on each scale and evidence of validity from the various methods outlined. We conclude that the CPA is an effective and comprehensive tool for the assessment of psychomotor skills in children at this important stage of development.