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Physical activity, motor development and self-concept: race and age differences.

T J Martinek, J T Cheffers, L D Zaichkowsky

    Perceptual and Motor Skills
    |February 1, 1978
    PubMed
    Summary
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    Organized physical activity boosts elementary students' motor skills and self-concept. While motor skills improved with grade, self-concept declined in older grades, with no ethnic differences observed.

    Area of Science:

    • Child Development
    • Motor Skill Acquisition
    • Educational Psychology

    Background:

    • Physical activity is crucial for children's development.
    • Understanding the impact on motor skills and self-concept is important for educators and parents.
    • Previous research highlights the benefits of exercise for cognitive and physical health.

    Purpose of the Study:

    • To examine how organized physical activity influences body coordination and self-concept in elementary school children.
    • To assess developmental trends across grade levels and ethnic groups.
    • To identify potential correlations between motor development and self-concept.

    Main Methods:

    • A study involving 344 Black and White elementary students.
    • Utilized the Schilling Body Coordination Test and Martinek-Zaichkowsky Self-concept Scale for Children.

    Related Experiment Videos

  • Compared a group participating in a physical activity program with a control group.

    • Main Results:

    • Participants in the physical activity program showed significantly higher motor development and self-concept scores.
    • Motor skills improved linearly with grade level, with higher gains in Grades 2-5 compared to Grade 1.
    • Self-concept scores declined significantly in Grades 3-5; no significant ethnic differences were found, though a grade-race interaction emerged in motor development.

    Conclusions:

    • Organized physical activity positively impacts elementary students' body coordination and self-concept.
    • While motor skills progress with age, self-concept may decline in later elementary years.
    • Interventions should consider age-related changes and ensure equitable benefits across ethnic groups.