A Parent-Led Gamified Stability Skills Intervention Enhances Stability Skill But Not General Motor Competence in Children Aged 4–5 Years

This study examined the effect of a parent-led, gamified stability skills intervention on stability skill and motor competence in 4–5 year olds. Eighty-four children were allocated to intervention ( n = 49 [17 boys]) or control ( n = 35 [22 boys]) groups. The intervention group undertook a 12-week parent or caregiver (PG) led, gamified stability skills program designed to be performed in a home environment. The control group participated in their usual activities. Stability skill and motor competence were assessed pre- and postintervention. A subsample of PGs ( n = 7) participated in postintervention interviews. A series of analyses of covariance controlling for baseline values demonstrated significantly higher stability skills ( p < .001) and higher ball kicking velocity ( p = .025) postintervention for the intervention group compared with controls. There were no significant differences in other motor competence tests (all p > .05). There was a significant positive relationship ( p < .001) between intervention dose and change in stability skills. Thematic analysis from PG interviews identified the following as facilitators for intervention engagement: (a) Intervention Format, (b) Autonomy, and (c) Social Support and the following as barriers to uptake: (a) Intervention Format, (b) Logistics and Life Constraints, (c) Parental Perceived Competence, and (d) Links to School.