International Journal of Sport Studies. Vol.

, 4 (6), 648-652, 2014

Available online at http: www.ijssjournal.com
ISSN 2251-7502 2014; Science Research Publications

Effect of Some selected Games on the Development of Locomotor Skills in

4-6 Year-Old Preschool Boys
Soheila Aryamanesh1*, Mansour Sayyah2
1- Master of Exercises Sciences and Physical Education, Kharazmi University, Tehran, I.R. Iran
2- Assistant Professor of Kashan University of medical sciences, Trauma Research Center, Kashan, Iran
*Corresponding Author, E-mail: Ariamanesh90@yahoo.com
Abstract
Purpose: Early childhood is a critical period for the development of fundamental
movement kills. The acquisition of fundamental movement skills is contingent
upon multiple internaland external factors (biological, psychological, social,
motivational, and cognitive, etc.) The aim of the present study was to examine
the effect of some selected games on the development of locomotor Skills in 4-6
year old preschool boys.
Materials and Methods: In this quasi-experimental research a total 60 preschool
boys (4-6years old) were randomly selected from the population of796 enrolled
in various kindergartens according to their pre-test scores and were randomly
assigned into the experimental and control groups. Ulrich Test for gross motor
skills was employed to measure the locomotor skills. Some selected games were
performed for 18 successive sessions, 3 sessions of 45 minutes per week. Onesample K-S test and inferential statistical test (=0.05) were used to analyze the
data by SPSS.
Results: The results showed that selected games are more effective than daily
activities to develop the locomotor skills. The result of analysis indicated that18
sessions of Selected games in the experiment group led to a significant
improvement in the score on locomotor skills of this group compared to the
control group (=0.05).
Conclusion: The result of this study indicated selected game program is
appropriate for locomotor skills development. These findings highlight the need
to provide structured opportunities which facilitate childrens acquisition of
fundamental movement skills, which may include providing equipment and
spaces. That mastery of fundamental movement skills is low in primary school
children indicates the importance of early intervention programs in preschools.
Preschools and child care centers hold promise as a key setting for implementing
fundamental movement skills programs.
Keywords: Selected games, Locomotor Skills, Preschool boys, Ulrich test for
gross motor Skills.
Introduction
Fundamental skills are of important concern of teachers and trainers at an early age and constitute an
important subject for researchers. Fundamental motor skills include manipulative, locomotor, and stability
movement skills. These skills help children control their bodies, manipulate their environment, and form
complex skills and movement patterns involved in sports and other recreational activities (Payne and Isaacs,
2002). Failure to develop and refine fundamental motor skills during the crucial preschool and elementary
school years often leads children to frustration and failure to develop specialized movements during adolescence
and adulthood (Gallahue and Ozmun, 2006).
Poor performance in fundamental motor skills may jeopardize future physical activities. There is an
emerging literature base to show positive effects of early motor skill programs on motor skill development for

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children. In the recent years there has been a great deal of emphasis on the development of fundamental motor
skills as they are the constituents of acquiring more advanced skills. There have been considerable researches
projects designed to examine the factors that contribute to the development of fundamental motor skills. Factors
such as age and gender (Butterfield and Loovis, 1998; Emarati, 2009) body composition (Okely et al., 2004) and
enriching mobility experiences (Halverson et al., 1992; Hardy et al., 2012; Haywood, 1993; Raudsepp and pall,
2006) are among some of the factors to name.
While literature suggests different instructional programs, play can be proposed as an approach for
movement skill instruction; it is the primary mode by which children learn about their bodies and movement
capabilities. It also serves as an important facilitator of cognitive and affective growth in young children as well
as an important means of developing both fine and gross motor skills. Contrary to the claims of some
researchers (Willams et al., 2008) that fundamental skills advance only by aging and growth, it seems like
reaching an advanced level of motor skills in not only dependent on physical growth but rather environmental
conditions that include opportunities for practice, encouragement, and instruction are crucial to the development
of fundamental movement (Gallahue and Ozmun, 2006).
Therefore, they must be instructed and practiced. Basic descriptive epidemiological information on
Fundamental motor skills among preschool aged children is limited. Studies among primary school aged
children indicate low levels of Fundamental motor skills mastery and given that children with low fundamental
motor skills competence are less likely to participate in and enjoy many physical activities compared with their
skilled peers (Gallahue and Ozmun, 2006). In order to establish relevant and sustainable programs which focus
on fundamental skills development within the early childhood sector detailed information about the acquisition
and mastery level of preschool aged children is required.
Ideally, a holistic assessment of fundamental skills incorporates locomotor, manipulative (object control) and
stability skills games have humanity and cultural values. These games also include an extensive range of skills
that can motivate children for the physical activity can be effective for boosting quality instruction.In this study
the test of Gross Motor Development were used to examine a subset of locomotor skills which are related to
activities and games in which children are most likely to participate during the preschool years. Given the lack
of basic descriptive information on preschoolers fundamental skills especially locomotor skills, the primary
purpose the present research was designed to examine the effect of some selected games on the development of
locomotor skills on 4 to 6 years old preschool boys.
Materials and Methods
Participants
In this quasi-experimental research, a total 796 preschool boys (aged4-6 years old) enrolled in the
kindergartens withmean weight of 22/2kg and height of 123.5cm constituted the population of study. Initially
100 boys were randomly selected to complete a questionnaire. Following the collection of the questionnaires 60
boys were selected to participate in the study. The children who were from affluent family or family with master
degree or higher were excluded and finally 60 participants were divided into two equal groups(n=30).

Table1: Demographic characteristics of the experimental and control group

Variables
Height (cm)
Weight (kg)
Age (yr)

Experimental group
Mean
SD
123
2
21.9
1.2
5.02
0.04

Control group
Mean
124
22.5
5.07

SD
2.1
1.3
0.04

Materials and procedure

The participants in both group performed a pretest on Ulrich Gross test (Ulrich, 2000).This test has been
validated in Iran by other researchers on children between the ages 3-11 years. The reliability of the test (0.96)
has been established (zarezade and Farokhi 2009). The time the complete the gross motor skill test is between
15 to 20 minutes. The test consists of two subscales manipulation and locomotor skills. The sub scales of
manipulation including striking with hands, dribbling, catching, kicking, underhand ball rolling, and over arm
throwing. The sub scales of locomotor including running, Jumping, Hopping, Leaping, Galloping and Sliding.
For the fallowing 6 weeks, the children in the experimental group performed 3 sessions of 45 minutes per a
week. In every session, 15 minutes of warm up, 20 minutes for selected games and 10 minutes of cool down
period were used. These activities included air stop, dodge ball, dangerous object and jumping over moving

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rope. These activities have been validated by other researcher and have been widely used in various research
projects (Yusefi, 2003; Zangane, 2010). The control group performed its regular daily activity. Fallowing 6
weeks of work, both groups performed another locomotor skill test. Statistical analysis was performed on the
data following the end of 6 weeks. Data analysis was performed by using descriptive as well as inferential
procedure by SPSS. The result of Kolmogrov-Smirinov test indicated that the distribution of variables was
normal; therefore, parametric tests were employed. Paired t-test and independent t-test were used to test the
within and between group differences. All the tests were examined at alpha level set to 0.05.

Results
The results of analysis indicated that 6 weeks of performing the selected games significantly improved the
patterns of all 6 locomotor skills (p<0.05). These results are presented in table 2. The result test showed that
there was a significant improvement in the performance of the experiment group comparing the pre-test and
post-test performance (p<0.05) whereas no significant difference between the performance of control group in
pre and post test condition was found (p>0.05). These results are presented in table 2.

Table 2: comparing pre and post test performance of the experimental group versus the control group
Experimental
Control
t
Sig.
Mean
SD
Mean
SD
Pre
6.2
1.4
6.23
1.13
0.01
0.94
Running
Post
6.81
1.1
6.2
1.21
2.07
0.04
Pre
3.23
1.9
3.31
1.8
0.28
0.8
Jumping
Post
5.86
1.72
3.8
1.72
5.42
0.0001
Pre
5.94
1.49
5.93
1.62
0.03
0.95
Hoping
Post
8.51
1.42
6.02
1.8
6.40
0.0001
Pre
2.52
1.59
2.7
1.3
0.50
0.65
Leaping
Post
5.29
1.12
2.81
1.44
7.73
0.0001
Pre
4.02
1.55
4.04
1.46
0.22
0.79
Galloping
Post
7.11
1.18
4.62
1.57
7.58
0.001
Pre
4.2
1.89
4.4
1.6
0.57
0.52
Sliding
Post
5.13
1.3
4.72
1.43
2.31
0.04
The p-values are for comparing pre and posttest of the experimental versus the control group and pre and
posttest of the experimental groups only.
Subscale

Test state

Discussion and Conclusion

The findings of this study demonstrate that selected game program is more effective than daily activity in
order to develop locomotor skills. This study found that gross motor skills can be influenced by an appropriate
movement program. The result indicated that six weeks of some selected games cause improvement in
locomotor skills in preschool boys. All the sub skills of locomotor examined in this research improved
significantly. these result are in agreement with the result of researches reported by Akbari et al (2007) who
assessed the effect of indigenous games on the locomotor skills in school boys between the age 7 to 9 years of
age, Zanganeh (2001) that examined the effect of selected games on manipulation skills in 7 to 8 years old boys
(Yusefi, 2003) and Yusefi (2000) who also examined the effect of selected games on the motor development in
elementary school girls. In addition, the results are also in agreement whit the result of study conducted by
Cooly and associates (1997) that evaluated the effect of some interventional program in facilitating the
development of some fundamental motor skills of 5 to 7 years old children (Haywood, 1993). Hardya et al
(2012) reported that the total manipulation score of girls compared was higher than that of boys of the same age.
Boys had higher total and individual object control scores compared whit girls, except the catch. The results of
this study are also in agreement whit the result of previous researches that employed selected trainings on the
development of some motor skill (Hardya et al., 2012; Willams et al., 2008; Wrotniak, 2006).
However, the result of this study did not support the findings of research reported by Emarati (1999) and
Williams (2008) and researches (Emarati, 2009; Willams et al., 2008). In a research designed to examine the
effect of some particular motor activities, Williams (2008) reported that fundamental motor skills of 4-6 year old
boys did not alter by interventional programs and concluded that merely development of these skills are time
dependent and change white aging and growth (Willams et al., 2008).

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It seems like the failure to observe change in motor skill development of children was caused by the type of
interventional programs. Quality of program has special role in developing fundamental skills. A program that
includes an extensive range of skills that can motivate children for the physical activity can be effective for
boosting quality instruction. Emarati (2009) also investigated the effect of school games on the development of
perceptual skills of the school girls between the age 8 to 9 years and concluded that the intended games did not
alter the development of perceptual- motor skills in this age group. Considering the fact that perceptual motor
skills is different than the manipulation skills, it is likely that other factors other than the participation in some
motor skill programs may have an effect on the development of this skill.
Although it is commonly believed that children automatically acquire motor skills as their bodies develop
but scientists believe now that environmental conditions are effective on motor skill development.
Environmental conditions that include opportunities for practice, encouragement and instruction are crucial to
the development of mature patterns of fundamental movement (Gallahue and Ozmun, 2006). Children should
have sufficient time to practice the fundamental skills. Practice opportunities are limited by lack of facilities,
equipment and time. The difference in the performance of the experimental group compared to the control group
may be attributed to the fact that the experimental group benefited from the more stimulating environment and
as a result performed the posttest better than the control group.
The control group preceded its natural developmental process as it was expected. Based on the result of this
study, it may be concluded that the programs in the preschool of children participating in this study needs more
comprehensive motor skill training programs. A program that is more stimulating for the motor skill learning
will result in more opportunity for this group of children and will be more appropriate for the preschool
curriculums. Quality of program has special role in developing fundamental skills. A program that includes an
extensive range of skills that can motivate children for the physical activity can be effective for boosting quality
instruction. Games are pleasure activities and diverse. The selected games which we used in this study are
diverse. Required skills of these games are Well- matched with fundamental motor skills. In selected games as
motor experiences, there are all kinds of locomotor skills (such as galloping, hoping, sliding, jumping ). But
in daily activities, children develop a few skills. Thus, their skills have a little chance to develop.
The preschool environment plays an important role to foster and develop children's fundamental motor
skills. The current findings high light the need for teachers to provide structured opportunities. The result of this
study indicated that locomotor skills development is positively associated with selected games. Based on the
results of this study, it may be concluded that the teachers and trainers working in these preschool setting to
apply such training programs and games to enhance the motor skill development studied in this research.
However, due to the limitations of the study such as the age, gender, other motor skills and time to study further
developments, firm conclusions need to be waiting until future research examine the relation between motor
skills development and games.
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