Primary School Pupils

Unequal GMC Developmental Pathways in a Single School Year

Bibliographic Data

ID15715486
AuthorsMark De Niet (HAN University of Applied Sciences, corresponding author), Veerle M A Wetzels (0000-0001-5761-5805, University of Groningen), Johan Pion (0000-0002-2633-9120, Ghent University), Irene Renate Faber (0000-0002-4994-0453, Windesheim University of Applied Sciences), Sebastiaan Platvoet (0000-0003-3954-8447, HAN University of Applied Sciences), Marije T Elferink‐gemser (0000-0003-2555-4782, University of Groningen), Marije T Elferink-Gemser (Department of Human Movement Sciences, University Medical Center Groningen, University of Groningen, 9713 AV Groningen, The Netherlands)
Year2022
Volume9
Issue7
Pages964-964
Publication date2022-06-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children9070964
PMID35883949
OpenAlexW4283689550
LanguageEN
Citations received1
References cited21

Gross motor coordination (GMC) is essential for the development of specific motor skills and long-term participation in physical activities and sports. Group analysis reveals that, on average, children develop these skills gradually; however, how individuals develop GMC is less clear. The main aim of this study is to increase the understanding of developmental patterns within one school year, and whether children’s grade, gender, or baseline GMC proficiency are associated with these developmental patterns. In total, 2594 Dutch children aged 6−12 years performed the modified Körper Koordinations Test für Kinder (KTK3+) twice in one school year (autumn and spring). The KTK3+ includes four subtests: walking backwards, moving sideways, jumping sideways, and eye-hand coordination (EHC) test. On average, children developed significantly on all subtests (p < 0.001). At baseline, children in higher grades scored significantly higher than children in lower grades, and children in grades 5 and 6 (age 9 and 10 years) showed most development (raw scores on average, p < 0.001). Boys outperformed girls on EHC across all grades, whereas girls outperformed boys on walking backwards. Nevertheless, both boys and girls developed similarly. Children with lower scores at baseline developed more quickly across all grades. Noteworthy is that 12.1−24% (depending on the test item) of the children scored lower in the spring than in the autumn tests. On average, children develop their GMC; however, we report large differences in their individual trajectories and note that a substantial number did not show a positive GMC development. Further research should examine GMC development with more possible influencing factors as well as over a longer time span to better understand differences in children’s GMC development. This may result in more individualized programs in PE lessons, enabling children to optimally develop their GMC, and better use of GMC assessment tools to monitor children’s development

Child development · Developmental psychology · Gross motor skill · Jumping · Motor skill · Raw score · Test (biology · Typically developing · Children's Physical and Motor Development · Demography · Inclusion and Disability in Education and Sport · Infant Development and Preterm Care · Medicine · Psychology

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