An SEM-Based Evaluation of the Effect of Structured Locomotor Skill Training on Physical Activity Levels and Motor Development in Primary-School Children

Introduction: Research indicates that structured interventions focusing on locomotor skills can improve motor competence and encourage active lifestyles. However, the specific mechanisms that connect the acquisition of these skills to broader aspects of motor development have not been thoroughly investigated.Objective: This research sought to assess the impact of a structured locomotor skill training program on the physical activity (PA) levels and motor development of primary school children.Methods: A quasi-experimental design was utilized involving 120 children aged 8 to 10, who were randomly divided into intervention (n = 60) and control (n = 60) groups. The intervention comprised a structured locomotor skill program conducted over 12 weeks during physical education classes. Standard tools were used for measuring research variables. Structural equation modeling (SEM) analyses were performed for data analysis.Results: Children participating in the intervention group exhibited significant enhancements in locomotor skill proficiency (ΔTGMD-3 = +6.1, p < .001) and overall motor development (ΔBOT-2 = +5.4, p < .001) when compared to the control group. SEM indicated a significant positive relationship between locomotor skill proficiency and PA (β = 0.58, p < .001), along with a partial mediation effect of PA on the connection between locomotor skills and overall motor development (indirect β = 0.35, 95% CI [0.21, 0.51], p < .001).Conclusion: Structured locomotor-skill training can be effectively integrated into primary-school PE to enhance children’s motor development and PA levels.