Sex and lateral dominance effects on learning a complex gymnastic skill

Background and Study Aim. The development of motor skills is influenced by various biological and biomechanical factors. Among these, sex-based characteristics and lateral dominance are known to shape movement strategies and performance outcomes. Despite the use of different training approaches to accommodate these factors, their relative effectiveness in promoting symmetrical motor skill acquisition remains a matter of practical interest. This study investigated whether sex and limb dominance affect the learning of a cartwheel on both the dominant and non-dominant sides. It also assessed whether performance progression differs between males and females for each execution side. Materiasl and Methods. A total of 145 second-year kinesiology students participated in the study (males: N = 89, age 20.95 ± 1.17 years; females: N = 56, age 20.55 ± 0.97 years). Participants were divided by sex and dominant performance side. They practiced the cartwheel at five measurement points. Performance was evaluated using a standardized expert-rating protocol. A three-way mixed-design 2×2×5 ANOVA tested the main effects of sex (male vs. female), performance side (dominant vs. non-dominant), and measurement point (initial – Week 7; first transitional – Week 10; second transitional – Week 13; final – Week 15; retention – two weeks post-learning). Bonferroni post hoc correction was applied when needed. Effect sizes were calculated using partial eta-squared (ηp²). Results. A significant main effect of measurement was found (p < 0.001; ηp² = 0.101), confirming skill acquisition over time. The main effect of sex was not significant (p = 0.074; ηp² = 0.068). However, the interaction between sex and measurement was significant (p < 0.001; ηp² = 0.072), indicating sex-specific learning patterns. Post hoc analysis showed that females improved more rapidly and reduced side asymmetry over time. Males progressed more gradually and maintained a performance advantage on the dominant side. Conclusions. Sex and lateral dominance affect how complex motor skills are acquired. The results suggest a need for individualized instructional strategies in motor learning.