Which Motor Competence Components Drive Early Motor Learning? A Phase-Based Analysis in Preschool Children

Background: Motor competence is an important basis for early childhood motor development and for the acquisition of new motor skills. Previous work from this research perspective showed that structured kindergarten kinesiology programs and overall BOT-2 motor proficiency are associated with phase-based motor learning outcomes. However, it remains unclear whether individual motor competence components are related differently to distinct phases of early motor learning. The aim of this study was to examine associations between selected BOT-2 motor competence components and phase-based motor learning outcomes in preschool children. Methods: A total of 161 preschool children participated in the study. Selected BOT-2 components were used to describe baseline motor competence. Motor learning was assessed using a standardized 7-week protocol involving previously unfamiliar kinesiology tasks and was operationalized through time to initial acquisition (F1), time to early refinement (F2), and final performance quality (K). Correlation analyses and hierarchical regression models were used, controlling for age, sex, and previous participation experience. Results: Motor competence components were positively interrelated and were significantly associated with learning outcomes. Higher baseline motor competence was generally associated with shorter F1 and F2 times and higher K scores. Participation experience showed the largest and most consistent associations across outcomes. Fine motor precision was independently associated with F1 and F2, while running speed and agility was retained as a predictor of F2. Conclusions: The findings indicate that previous structured movement experience and selected motor competence components are associated with phase-based motor learning outcomes in preschool children. These results should be interpreted as associative rather than causal and support the use of assessment-informed approaches in early childhood kinesiology programs.