The Relationship Between Physical Activity Levels and Motor Skill Development in Preschool Children: A Systematic Review

Abstract

Physical activity (PA) is recognized as fundamental for the holistic development of preschool-age children, influencing not only physical health but also cognitive and socio-emotional domains. This article presents a comprehensive synthesis of recent literature exploring the intricate relationship between PA levels and motor skills development in preschool children. Drawing upon a systematic review methodology, this analysis collates findings from 12 selected articles published from 2010 onwards, encompassing both empirical studies and literature reviews.

The reviewed literature underscores the significance of PA in shaping motor skill acquisition during the formative preschool years (typically 3 to 6 years old). Across various study designs, a consistent pattern emerges, linking higher levels of PA with enhanced motor skill proficiency. Specifically, activities of moderate to vigorous intensity demonstrate the most pronounced positive impact on motor skills development, emphasizing the importance of engaging children in energetic play and movement-rich environments.

However, despite the recognized benefits, discrepancies persist between recommended PA guidelines and actual engagement levels among preschoolers. Studies consistently report suboptimal PA levels in this demographic, raising concerns about the adequacy of current interventions and the need for targeted strategies to promote active lifestyles from an early age.

Gender disparities in PA participation and motor skill development further complicate the landscape. While boys generally exhibit higher levels of PA and motor skill proficiency compared to girls, nuanced factors underlying these differences warrant exploration. Environmental and parental influences emerge as significant determinants of PA engagement, highlighting the need for multifaceted interventions that address socio-economic, cultural, and familial contexts.

Moreover, the impact of PA on motor skills extends beyond immediate developmental outcomes, with implications for long-term health and well-being. Low levels of motor skill proficiency during the preschool years have been linked to persisting difficulties in adolescence and adulthood, emphasizing the critical window of opportunity for intervention.

In conclusion, this synthesis underscores the pivotal role of PA in fostering motor skills and lays the groundwork for future research and intervention efforts aimed at optimizing developmental outcomes in preschool-age children. By addressing existing gaps in knowledge and practice, stakeholders can collectively work towards creating supportive environments that prioritize PA promotion and motor skill development, laying a robust foundation for lifelong health and flourishing.