Abstract
Fundamental movements skills (FMS) represent locomotor, object control, and stability skills required for long-term participation in physical activity. This pilot program delivered a game-based intervention in a lower socioeconomic community and aimed to promote FMS in children (ages 8-12), and to explore instructional strategies employed by volunteers. Instructors (N=13) guided children (N=30) through an 8-week program, emphasizing 1-2 FMS per session. FMS were assessed pre- and post-intervention through the Test of Gross Motor Development, and instructional strategies were coded using the Instrument for Identifying Teaching Styles. Children who completed the entire intervention (N =11) demonstrated improvements in both locomotor (+3.27) and ball skills (+2.91) scores, though not significant. Additional baseline analyses were insignificant. Descriptive statistics demonstrated that boys scored higher in ball skills (Mdiff = 2.06 points), while girls scored higher in locomotor skills (Mdiff = .77 points). Older children at baseline scored significantly higher than younger children in ball skills (p < .01, Mdiff = 7.99 points). No significant differences emerged across instructional styles, with no significant associations between FMS and instructional strategies. Locomotor (B =-.104) and overall FMS (B = -.088) demonstrated slightly stronger associations for instructor-led styles, while ball skills (B = .014) demonstrated slightly stronger associations for child-led styles. A lack of significant findings may may be attributed to the use of varied instructional approaches. Findings underscore a need for pedagogical training for community instructors, as well as supporting the potential benefits of a game-based program to promote FMS in underserved communities.
