Building From a Stable Foundation? Understanding Stability Skill Proficiency in British Children in the First Year of School

OBJECTIVE: Stability skill proficiency is purported to be below the norm in children. However, no process-oriented proficiency data are available examining this issue. This study assessed stability skill proficiency in British children. MATERIALS AND METHODS: Stability skill proficiency of 243 (116 boys and 127 girls) English children aged 4-5 years was assessed using the Test of Stability Skills. Stability skill proficiency was classed as proficient, near proficient and poor. RESULTS: Approximately 60% did not achieve proficiency in any of the three stability skills. Only three children (1.2%) were proficient in all three stability skills. Individual skill proficiency was poor, with proficiency of the roll, rock and back support being 10.3%, 4.9% and 8.2%, respectively. CONCLUSION: This study provides preliminary normative data for process-oriented stability skill in British children aged 4-5 years. As stability skill is a prerequisite for the development of other gross motor skills, such information is important in effective targeting for stability skill intervention.