Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Abstract

Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

Is it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?

“…Girls had superior performance in grasping and visual-motor integration skills, while boys performed better in object manipulation skills. This different motor profile between boys and girls is consistent with most studies found in the literature ( Saraiva et al, 2013 ; Valentini et al, 2016 ; Navarro-Patón et al, 2021 ; Escolano-Pérez et al, 2022 ), and it has been attributed to environmental and educational influences but also to biological factors such as advanced neurological development favoring girls, and to some morphological characteristics favoring boys ( Ikeda and Aoyagi, 2008 ; Gabbard, 2011 ). However, it is essential to note that the magnitude of the sex effect varies according to age and motor skill specificity.…”

The role of learning strategies on object control skills is reviewed from coordination in children

“…In contrast to motor skills, motor coordination has been shown, via prior studies, to be a rather stable characteristic (Vandorpe et al, 2012). To satisfy the demands of school, home, sports, and social situations, children require a repertoire of gross and fine motor abilities, ranging from running and leaping to writing and sketching (Escolano-Pérez et al, 2022).…”