Effect of an Intervention Program on Gross Motor Skills in Peruvian Preschool Children

Abstract

Background: The development of motor skills in childhood contributes to overall well-being throughout life. However, delays in these skills without intervention may negatively affect both physical and psychological health. Objective: This study aimed to evaluate the effect of an intervention program on gross motor skills in Peruvian preschool children. Methods: A quasi-experimental study was conducted with a sample of 45 five-year-old children assigned to a control group (n = 24) and an experimental group (n = 21). The intervention consisted of an eight-session program of 45 min physical activities delivered over six weeks. The TGMD-3 was administered before and after the intervention in both groups. The data were analyzed through comparisons of pre–post group differences with p < 0.05. In addition, a repeated-measures mixed-model analysis was conducted, reporting β coefficients, standard errors, and 95% confidence intervals, with adjustment for confounding variables. Results: The experimental group showed a significant average increase of 10.67 points in overall motor skills and 6.67 points in locomotor skills compared to the control group. Moreover, the mixed models confirmed significant Time × Group interactions for both overall motor skills (β = 10.8, SE = 4.6, 95% CI [1.7, 19.8]) and locomotor skills (β = 6.2, SE = 2.3, 95% CI [1.7, 10.7]). Conclusions: The intervention program significantly improved fundamental motor skills in five-year-old children. In this regard, motor circuit-based programs represent an effective strategy to support early childhood development.