Phase-Based Motor Skill Acquisition in Preschool Children with Different Participation Experience in a Kinesiology Program

Background: Early childhood is a critical period for the development of motor competence, which is closely related to later physical activity, educational readiness, and broader developmental outcomes. However, the temporal dynamics of motor skill acquisition in preschool children, particularly the time required to reach initial and early refinement phases of learning, remain insufficiently described. The aim of this study was to examine whether different levels of previous participation experience in an organized kinesiology program are associated with differences in the speed and quality of novel motor skill acquisition in preschool children, and to explore the relationship between baseline motor proficiency and phase-based indicators of motor learning. Methods: A total of 161 preschool children aged 5–6 years participated in the study and were grouped according to their previous participation experience in an organized kinesiology program (0 h, ~120 h, ~350 h, and ~470 h). Following BOT-2 assessment, all participants completed a standardized 7-week motor learning program that included nine previously unfamiliar motor tasks. Using a phase-based video analysis protocol, three learning indicators were recorded: time to Phase 1 (F1; first successful execution), time to Phase 2 (F2; initial refinement of performance), and final performance quality (K). Group differences and associations were first examined descriptively and correlationally, after which additional multivariable regression models were performed to determine whether previous participation experience and baseline motor proficiency were independently associated with motor learning outcomes. Results: The findings showed consistent differences across groups, with children who had greater previous participation experience generally reaching F1 and F2 more rapidly and achieving higher final performance quality scores. Higher BOT-2 scores were also associated with shorter learning times and better final performance quality. In the multivariable models, both previous participation experience in an organized kinesiology program and BOT-2 total score were independently associated with Phase 1 attainment time and final performance quality, whereas only previous participation experience remained independently associated with Phase 2 attainment time. The applied phase-based observational protocol demonstrated good to excellent inter-rater reliability across the evaluated motor learning variables. Conclusions: These findings provide phase-based temporal indicators of motor learning progression in preschool children and suggest that previous participation experience in an organized kinesiology program and baseline motor competence are meaningfully associated with the speed and quality of acquiring new motor tasks. The findings also demonstrate the potential of phase-based approaches for quantifying motor learning dynamics in early childhood settings. Such indicators may offer useful reference information for instructional pacing and the planning of motor learning activities, while also serving as practically relevant predictors for adapting future kinesiology programs to children’s motor readiness. Future research should further examine these relationships using longitudinal and analytically expanded designs.