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A Mixed-Methods Approach to Investigating Family Influence on Motor Skill Development in Head Start Preschoolers
Joonyoung Lee1, Jean Keller2, Ana Alvarez3
1Department of Health, Physical Education, and Recreation, Jackson State University, Jackson, MS, USA.
Insights
Family environments significantly impact preschoolers' fundamental motor skills (FMS). Active parental involvement and supportive home settings promote FMS development, while resource limitations can hinder it.
Area of Science:
- Child Development
- Motor Skill Acquisition
- Family Studies
Background:
- Fundamental Motor Skills (FMS) are crucial for children's physical and cognitive development.
- Head Start preschoolers often exhibit a wide range of FMS proficiency.
- Family environments play a potential role in shaping early motor skill development.
Purpose of the Study:
- To investigate the development of FMS in Head Start preschoolers.
- To examine the influence of family environments, including parental and sibling factors, on FMS.
- To identify key themes related to family influences on FMS development.
Main Methods:
- Explanatory sequential mixed-methods approach with 219 Head Start preschoolers.
- Assessment of 13 FMS using the Test of Gross Motor Development-3.
- Follow-up interviews with parents of children with highest and lowest FMS scores, triangulated with Welch's t-tests and drawings.
Main Results:
- 56% of children demonstrated high FMS, 44% had low FMS.
- Parental/sibling physical activity habits, active parental involvement, and resource-rich homes positively influenced FMS.
- Low FMS was associated with limited resources, time constraints, and less active play.
Conclusions:
- Family environments are vital for fostering early childhood FMS development in Head Start preschoolers.
- Supportive and active family engagement serves as a key facilitator for motor skill acquisition.
- Addressing environmental barriers is essential for improving FMS outcomes in at-risk populations.
Abstract:
Using an explanatory sequential mixed-methods approach, this study investigated the development of fundamental motor skills (FMS) in 219 Head Start preschoolers (Mage = 4.33, SD = 0.63; 56% girls; 53% Hispanic) and examined how family environments, including parental and sibling influences, shapes FMS. Children were assessed on 13 FMS (6 locomotor and 7 object control [ball] skills) using the Test of Gross Motor Development-3. Parents of children with the highest and lowest FMS scores were selected for follow-up interviews, and Welch's t-tests, interviews, and children's drawings were used to triangulate findings. Results indicated that 56% of children demonstrated high FMS, while 44% had low FMS. Three key themes emerged from the interviews: (a) parental and sibling physical activity habits shape children's FMS development, (b) active parental involvement promotes FMS growth, and (c) resource-rich home environments provide essential opportunities for FMS mastery. Children with high FMS benefited from active, supportive family environments, where parents and siblings served as role models and facilitated diverse PA opportunities. In contrast, low FMS children often faced barriers, such as limited resources, time constraints, and lower prioritization of active play. These findings underscore the vital role of family environments in fostering early childhood FMS development among Head Start preschoolers.
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