HomeAbstract of 11th-ntteconfEffects of a Structured Motor Skills Intervention on Physical and School Readiness among Kindergarten Children

Effects of a Structured Motor Skills Intervention on Physical and School Readiness among Kindergarten Children

  • Aug 2, 2026
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Abstract Book of the 11th International Conference on New Trends in Teaching and Education

Year: 2026

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Effects of a Structured Motor Skills Intervention on Physical and School Readiness among Kindergarten Children

Prof. Dr. Ran Yanovich, Yanovich Einat

ABSTRACT:

Motor competence has been increasingly recognized as an important contributor to children’s cognitive development and school readiness. However, evidence from intervention studies conducted in kindergarten settings remains limited. This study examined the effects of a structured motor skills intervention on physical readiness and academic readiness among kindergarten children. Fifty-three children (25 boys, 28 girls; 5-6 years old) from two kindergartens participated in a controlled intervention study. Following baseline assessments, participants were allocated to either an intervention group (n=27) or a control group (n=26). The intervention consisted of weekly structured physical activity sessions delivered over 4 months, targeting gross and fine motor skills, balance, coordination, and object-control abilities. Physical readiness, motor competence, language, numeracy, and school readiness were assessed before and after the intervention. Intervention effects were evaluated using analysis of covariance (ANCOVA) on change scores, with sex included as a covariate. Compared with the control group, the intervention group demonstrated significantly greater improvements in physical readiness and motor competence, including balance, jumping performance, manual dexterity, and object-control skills (p ≤ .002). These physical gains were accompanied by significant improvements in language abilities (p = .003), book comprehension (p = .005), numerical knowledge (p = .002), geometry concepts (p = .003), and adaptive classroom behaviors (p < .001). Sex-related differences were limited and observed in only a small number of outcomes. These findings suggest that integrating structured motor development programs into kindergarten curricula may simultaneously enhance children's physical competence and school readiness, thereby supporting a more successful transition to primary education.

Keywords: Early Childhood Education; Motor Competence; Physical Readiness; School Readiness