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Efficacy of gross motor skill interventions in young children: an updated systematic review
Sanne L C Veldman1, Rachel A Jones1, Anthony D Okely2
1Early Start Research Institute, Faculty of Social Sciences , University of Wollongong , Wollongong, New South Wales , Australia.
Insights
This review found limited studies on gross motor development interventions for young children (0-5 years) between 2007-2015. However, most evaluated interventions showed positive effects on motor skills.
Area of Science:
- Pediatric developmental science
- Early childhood education
Background:
- Gross motor skills are crucial for overall development in early childhood.
- Previous reviews highlighted the need for more research on interventions.
- This study updates the evidence from 2007-2015.
Purpose of the Study:
- To systematically review and update the evidence on the efficacy of gross motor development interventions for children aged 0-5 years.
- To identify key characteristics of effective interventions.
Main Methods:
- Comprehensive literature search across six electronic databases (PubMed, Medline, ERIC, Embase, SCOPUS, Psychinfo).
- Inclusion criteria focused on interventions targeting gross motor skill development in childcare, preschool, home, or community settings.
- Data extraction included study design, participants, intervention details, methodological quality, and efficacy outcomes.
Main Results:
- Seven studies met the inclusion criteria, all conducted in early childhood settings.
- Four studies demonstrated high methodological quality.
- Most interventions were delivered by trained staff over 18 weeks or more, with six reporting statistically significant positive effects.
Conclusions:
- Despite the importance of gross motor skills, the number of evaluated interventions for young children remains limited.
- The findings suggest that well-designed, longer-duration interventions delivered in early childhood settings can be effective.
- Further research is needed to expand the evidence base for gross motor skill development interventions.
Objective:
The objective of this study was to provide an update of the evidence on the efficacy of gross motor development interventions in young children (0-5 years) from 2007 to 2015.
Methods:
Searches were conducted of six electronic databases: PUBMED, Medline (Ovid), ERIC (Ebsco), Embase, SCOPUS and Psychinfo. Studies included any childcare-based, preschool-based, home-based, or community-based intervention targeting the development of gross motor skills including statistical analysis of gross motor skill competence. Data were extracted on design, participants, intervention components, methodological quality and efficacy.
Results:
Seven articles were included and all were delivered in early childhood settings. Four studies had high methodological quality. Most studies used trained staff members/educators to deliver the intervention (86%) and five studies lasted 18 weeks or more. Six studies reported statistically significant intervention effects.
Conclusions:
Despite the proven importance of gross motor skill development in young children and the recommendations made in the previous review, this review highlights the limited studies evaluated to improve such key life skills in young children over the past 8 years.
Trial Registration Number:
CRD42015015826.
