SavedAdd your journal

Journals / Uluslararası Egzersiz Psikolojisi Dergisi / 2026 / Cilt: 8 Sayı: 1

Development of Motor Skills in Childhood: Theoretical Foundations, Influencing Factors, and Intervention Approaches

Çocukluk Döneminde Motor Becerilerin Gelişimi: Kuramsal Temeller, Etkileyen Faktörler ve Müdahale Yaklaşımları

Halil Çolak(GIRESUN UNIVERSITY, FACULTY OF SPORTS SCIENCE)0000-0001-9003-106X
Pages
1–10
Publication Date
2026-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Therefore, it is recommended that motor development be prioritized in educational programs, public health policies, and early intervention strategies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This review aims to provide a holistic perspective on literature by examining the fundamental components, influencing factors, supportive practices, and intervention approaches for motor skill development in childhood.
📊
Key Findings & Data:Findings demonstrate that motor skill development is shaped by the interaction of biological maturation, environmental opportunities, socioeconomic conditions, family support, educational approaches, and psychosocial factors.
💡
Conclusion & Impact:Therefore, it is recommended that motor development be prioritized in educational programs, public health policies, and early intervention strategies.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Çocukluk dönemi · erken müdahale · fiziksel aktivite

Abstract

This review aims to provide a holistic perspective on literature by examining the fundamental components, influencing factors, supportive practices, and intervention approaches for motor skill development in childhood. National and international literature was systematically reviewed to assess the theoretical foundations of motor development, developmental periods, skill types, biological and environmental determinants, and pedagogical and technological intervention methods. Findings demonstrate that motor skill development is shaped by the interaction of biological maturation, environmental opportunities, socioeconomic conditions, family support, educational approaches, and psychosocial factors. Early childhood offers a critical developmental window for the sustained acquisition of motor skills; structured physical activity programs, play-based learning, and family involvement stand out as effective strategies for enhancing motor competence. Consequently, systematic and holistic support of motor skills in childhood positively impacts not only physical performance but also cognitive development, social adaptation, and lifelong physical activity habits. Therefore, it is recommended that motor development be prioritized in educational programs, public health policies, and early intervention strategies.

Özet

Bu derleme, çocukluk döneminde motor beceri gelişiminin temel bileşenlerini, etkileyen faktörlerini, destekleyici uygulamalarını ve müdahale yaklaşımlarını inceleyerek alan yazına bütüncül bir bakış açısı kazandırmayı amaçlamaktadır. Ulusal ve uluslararası literatür taraması yapılarak motor gelişimin kuramsal temelleri, gelişim dönemleri, beceri türleri, biyolojik ve çevresel belirleyicileri ile pedagojik ve teknolojik müdahale yöntemleri sistematik olarak değerlendirilmiştir. Bulgular, motor beceri gelişiminin biyolojik olgunlaşma, çevresel imkanlar, sosyo-ekonomik koşullar, aile desteği, eğitimsel yaklaşımlar ve psikososyal faktörlerin etkileşimiyle şekillendiğini göstermektedir. Erken çocukluk dönemi, motor becerilerin kalıcı olarak kazanılması için kritik bir gelişim penceresi sunmakta; yapılandırılmış fiziksel aktivite programları, oyun temelli öğrenme ve aile katılımı motor yeterliliği artırmada etkili stratejiler olarak öne çıkmaktadır. Sonuç olarak, çocukluk döneminde motor becerilerin sistematik ve bütüncül biçimde desteklenmesi, yalnızca fiziksel performansı değil; bilişsel gelişimi, sosyal uyumu ve yaşam boyu fiziksel aktivite alışkanlıklarını da olumlu yönde etkilemektedir. Bu nedenle motor gelişimin eğitim programları, toplum sağlığı politikaları ve erken müdahale stratejilerinde öncelikli bir alan olarak ele alınması önerilmektedir.

🔖

Cite This Article

Çolak, H. (2026). Development of Motor Skills in Childhood: Theoretical Foundations, Influencing Factors, and Intervention Approaches. Uluslararası Egzersiz Psikolojisi Dergisi, Cilt: 8 Sayı: 1, 1–10. https://doi.org/10.51538/intjourexerpsyc.1824244

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (59)

  1. Altunsöz, I. H. (2015). Early Childhood Education majors' self-efficacy for teaching fundamental motor skills. Perceptual and Motor Skills, 121(2), 482-489. https://doi.org/10.2466/25.PMS.121c18x5
  2. Apsari, I., & Suryana, D. (2020, July). Improving the ability to know the concept of numbers through the game of fishing numbers in integrated islamic kindergarten adzkia iii Padang. In International Conference of Early Childhood Education (ICECE 2019) (pp. 101-106). Atlantis Press. https://doi.org/10.2991/assehr.k.200715.020
  3. Arabacı, N., & Çıtak, Ş. (2017). Okul öncesi dönemdeki çocukların “oyun” ve “açık alan (bahçe)” etkinlikleri ile ilgili görüşlerinin incelenmesi ve örnek bir bahçe düzenleme çalışması. Mediterranean Journal of Educational Research, 11(21), 28-43. http://mjer.penpublishing.net/files/10/manuscript/manuscript_363/mjer-363-manuscript-222839.pdf
  4. Arias, A. V., Gonçalves, V. M. G., Campos, D., Santos, D. C. C., Goto, M. M. F., & Zanelli, T. M. C. (2011). Recém-nascido pequeno para a idade gestacional: repercussão nas habilidades motoras finas. Revista Paulista de Pediatria, 29, 21-28. https://doi.org/10.1590/S0103-05822011000100004
  5. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28), 2.
  6. Barnett, L. M., Morgan, P. J., van Beurden, E., & Beard, J. R. (2008). Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 40. https://doi.org/10.1186/1479-5868-5-40
  7. Cairney, J., Rigoli, D., & Piek, J. (2013). Developmental coordination disorder and internalizing problems in children: The environmental stress hypothesis elaborated. Developmental Review, 33(3), 224-238. https://doi.org/10.1016/j.dr.2013.07.002
  8. Çolak, H. (2019). The impact of daily habits on the physical activity levels of children aged 7-10: An investigation. Universal Journal of Educational Research, 7(1), 118 - 125. https://doi.org/10.13189/ujer.2019.070116
  9. Çolak, H. (2025). Türkiye’de fiziksel aktivite: Sağlık üzerindeki etkiler ve politika önerileri. Beden Eğitimi Spor Sağlık ve Efor Dergisi, 4(3), 60-72. https://bessedjournal.com/index.php/pub/article/view/142
  10. Dalton, T. C. (2005). Arnold Gesell and the maturation controversy. Integrative Physiological & Behavioral Science, 40(4), 182-204. https://doi.org/10.1007/BF02915215
  11. Dese, D. C., & Wibowo, C. U. (2024). Analysis of the relationship between emotional quotient and physical activities on fundamental motor skills of elementary school. Jurnal Maenpo Jurnal Pendidikan Jasmani Kesehatan Dan Rekreasi, 14(1), 51. https://doi.org/10.35194/jm.v14i1.4196
  12. Ebbeck, V. (1994). Self-perception and motivational characteristics of tennis participants: The influence of age and skill. Journal of Applied Sport Psychology, 6(1), 71-86. https://doi.org/10.1080/10413209408406466
  13. Edwardson, C. L., & Gorely, T. (2010). Parental influences on different types and intensities of physical activity in youth: A systematic review. Psychology of Sport and exercise, 11(6), 522-535. https://doi.org/10.1016/j.psychsport.2010.05.001
  14. Estevan, I., & Barnett, L. M. (2018). Considerations related to the definition, measurement and analysis of perceived motor competence. Sports Medicine, 48(12), 2685. https://doi.org/10.1007/s40279-018-0940-2
  15. Gallahue, D. L. (1982). Understanding motor development in children. Macmillan.
  16. Gao, Z., Chen, S., & Stodden, D. F. (2015). A comparison of children’s physical activity levels in physical education, recess, and exergaming. Journal of Physical Activity and Health, 12(3), 349-354. https://doi.org/10.1123/jpah.2013-0392
  17. Ginsburg, K. R., Committee on Communications, & Committee on Psychosocial Aspects of Child and Family Health. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. https://doi.org/10.1542/peds.2006-2697
  18. Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding motor development: Infants, children, adolescents, adults: Infants, children, adolescents, adults. Jones & Bartlett Learning.
  19. Gordon, A. M., & Magill, R. (2016). Motor learning: application of principles to pediatric rehabilitation. Campbell’s Physical Therapy for Children Expert Consult-E-Book, 78, 78-98.
  20. Gökşen, A., İnce, G., & Alcan, V. (2024). Electromyographic analysis of the traditional and spin throwing techniques for goalball games related to ball velocity for selected upper extremity muscles. BMC Sports Science, Medicine and Rehabilitation, 16(1), 99. https://doi.org/10.1186/s13102-024-00887-5
  21. Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & young children, 24(1), 6-28. https://doi.org/10.1097/IYC.0b013e3182002cfe
  22. Gustafson, S. L., & Rhodes, R. E. (2006). Parental correlates of physical activity in children and early adolescents. Sports Medicine, 36(1), 79-97. https://doi.org/10.2165/00007256-200636010-00006
  23. Haga, M., Pedersen, A. V., & Sigmundsson, H. (2008). Interrelationship among selected measures of motor skills. Child: Care, Health and Development, 34(2), 245-248. https://doi.org/10.1111/j.1365-2214.2007.00793.x
  24. Hartati, H., Kusnanik, N. W., Hardiyono, B., & Yardinal, Y. (2022). Basic locomotor learning model: new approach using small games competition in elementary school. Physical Education Theory and Methodology, 22(4), 537-543. https://doi.org/10.17309/tmfv.2022.4.12
  25. Harter, S. (1999). The construction of the self: A developmental perspective. Guilford press.
  26. Haywood, K., & Getchell, N. (2024). Life span motor development. Human kinetics.
  27. Quitério, A., Martins, J., Onofre, M., Costa, J., Mota Rodrigues, J., Gerlach, E.,. & Herrmann, C. (2018). MOBAK 1 assessment in primary physical education: exploring basic motor competences of Portuguese 6-year-olds. Perceptual and motor skills, 125(6), 1055-1069. https://doi.org/10.1177/0031512518804358
  28. Hesketh, K. R., Lakshman, R., & van Sluijs, E. M. (2017). Barriers and facilitators to young children's physical activity and sedentary behaviour: a systematic review and synthesis of qualitative literature. Obesity Reviews, 18(9), 987-1017. https://doi.org/10.1111/obr.12562
  29. Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65. https://doi.org/10.1038/nrn2298
  30. Huang, M., Zhan, Y., Zhou, H., Song, P., Fan, Y., Lu, Y.,. & Cao, J. (2025). Cross-cultural validation and reference norms for the DCDDaily-Q questionnaire Chinese version (DCDDaily-Q-CN): evaluating children’s motor performance in activities of daily living. Frontiers in Public Health, 12, 1522816. https://doi.org/10.3389/fpubh.2024.1522816
  31. Huang, M. C. (2023). Anthropological dimensions of modern educational culture: Theoretical analysis. Journal of Contemporary Philosophical and Anthropological Studies, 1(1). https://pdfs.semanticscholar.org/fe64/7c495db8905e93e0ca5203c97c002da89c7e.pdf
  32. Kaya, Ş. Ş., & Özyürek, A. (2022). Bahçede uygulanan okul öncesi eğitimin çocukların problem davranışlarına ve sosyal becerilerine etkisi. MANAS Sosyal Araştırmalar Dergisi, 11(1), 128-142. https://doi.org/10.33206/mjss.896591
  33. Kokštejn, J., Musálek, M., & Tufano, J. J. (2017). Are sex differences in fundamental motor skills uniform throughout the entire preschool period?. PloS one, 12(4), e0176556. https://doi.org/10.1371/journal.pone.0176556
  34. Logan, S. W., Robinson, L. E., Wilson, A. E., & Lucas, W. A. (2012). Getting the fundamentals of movement: a meta‐analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305-315. https://doi.org/10.1111/j.1365-2214.2011.01307.x
  35. Lopes, V. P., & Monteiro, D. (2021). Socio-cultural and somatic factors associated with children’s motor competence. Journal of Functional Morphology and Kinesiology, 6(2), 54. https://doi.org/10.3390/jfmk6020054
  36. Lorås, H., Hansen Sandseter, E. B., Storli, L., Kleppe, R., Barnett, L., & Sando, O. J. (2024). Psychometric properties of the pictorial scale of perceived movement skill competence for young norwegian children. Perceptual and Motor Skills, 131(3), 637-659. https://doi.org/10.1177/00315125241245175
  37. Manninen, M., Magrum, E., Campbell, S., & Belton, S. (2025). The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis. European Physical Education Review, 31(1), 18-32. https://doi.org/10.1177/1356336X241245305
  38. Masruroh, F., & Khulusinniyah, K. (2019). Pengembangan Fisik Motorik Anak Usia Dini Dengan Bermai. Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam, 3(2), 171-182. https://doi.org/10.35316/edupedia.v3i2.253
  39. Mehamad, M. F. Z. B., Abdullah, B. B., & Samsuddin, S. (2021). Differences in gross motor development among early school children: Comparison on team and individual sports. ACPES Journal of Physical Education, Sport, and Health (AJPESH), 1(1), 22-30. https://doi.org/10.15294/ajpesh.v1i1.46297
  40. Mehtälä, M. A. K., Sääkslahti, A. K., Inkinen, M. E., & Poskiparta, M. E. H. (2014). A socio-ecological approach to physical activity interventions in childcare: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 22. https://doi.org/10.1186/1479-5868-11-22
  41. Newell, K. M. (2020). What are fundamental motor skills and what is fundamental about them?. Journal of Motor Learning and Development, 8(2), 280-314. https://doi.org/10.1123/jmld.2020-0013
  42. Oliveira, A. L. S. D., Kaiser, V., Azambuja, T. D. O., Mallmann, L. U., Lukrafka, J. L., & Reppold, C. T. (2016). Visual-motor maturity and executive functions in schoolchildren. Paidéia (Ribeirão Preto), 26(64), https://doi.org/215-223. 10.1590/1982-43272664201609
  43. Payne, V. G., & Isaacs, L. D. (2024). Human motor development: A lifespan approach. Routledge. Pellegrini, A. D., & Smith, P. K. (1998). The development of play during childhood: Forms and possible functions. Child Psychology and Psychiatry Review, 3(2), 51-57. https://doi.org/10.1017/S1360641798001476
  44. Phillips, D. A., & Shonkoff, J. P. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press
  45. Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.). W. W. Norton & Company. https://doi.org/10.1037/11494-000
  46. Pouya, S., & Bayındır, E. (2021). Özel eğitim okul bahçelerinin değerlendirilmesi. Akademik Ziraat Dergisi, 10(1), 153-164. https://doi.org/10.29278/azd.782965
  47. Rigoli, D., Piek, J. P., & Kane, R. (2012). Motor coordination and psychosocial correlates in a normative adolescent sample. Pediatrics, 129(4), e892-e900. https://doi.org/10.1542/peds.2011-1237
  48. Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273-1284. https://doi.org/10.1007/s40279-015-0351-6
  49. Smits‐Engelsman, B. C., Blank, R., Van Der Kaay, A. C., Mosterd‐Van Der Meijs, R., Vlugt‐Van Den Brand, E., Polatajko, H. J., & Wilson, P. H. (2013). Efficacy of interventions to improve motor performance in children with developmental coordination disorder: A combined systematic review and meta‐analysis. Developmental Medicine & Child Neurology, 55(3), 229-237. https://doi.org/10.1111/dmcn.12008
  50. Song, H. Q., Lau, P. W. C., & Wang, J. J. (2022). Investigation of the motor skills assessments of typically developing preschool children in China. BMC pediatrics, 22(1), 84. https://doi.org/10.1186/s12887-021-03098-w
  51. Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98. https://doi.org/10.1111/j.1750-8606.2011.00162.x
  52. Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290-306. https://doi.org/10.1080/00336297.2008.10483582
  53. Sun, H. (2013). Impact of exergames on physical activity and motivation in elementary school students: A follow-up study. Journal of Sport and Health Science, 2(3), 138-145. https://doi.org/10.1016/j.jshs.2013.02.003
  54. Szabo, D. A. (2021). The importance of motor behavior and balance training in the acquisition of physical activity/sports-related motor skills among children–review. Health, Sports & Rehabilitation Medicine, 22(4). https://jhsrm.org/magazine/012/07-szabo242-247.pdf
  55. Thelen, E. (2000). Motor development as foundation and future of developmental psychology. International Journal of Behavioral Development, 24(4), 385-397. https://doi.org/10.1080/016502500750037937
  56. Veldman, S. L., Jones, R. A., & Okely, A. D. (2016). Efficacy of gross motor skill interventions in young children: An updated systematic review. BMJ Open Sport & Exercise Medicine, 2(1). https://bmjopensem.bmj.com/content/2/1/e000067
  57. W.H.O. (2019). World Health Organization (W.H.O.) Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://www.who.int/publications/i/item/9789241550536
  58. Quitério, A., Martins, J., Onofre, M., Costa, J., Mota Rodrigues, J., Gerlach, E.,. & Herrmann, C. (2018). MOBAK 1 assessment in primary physical education: exploring basic motor competences of Portuguese 6-year-olds. Perceptual and motor skills, 125(6), 1055-1069. https://doi.org/10.1177/0031512518804358
  59. Huang, M., Zhan, Y., Zhou, H., Song, P., Fan, Y., Lu, Y.,. & Cao, J. (2025). Cross-cultural validation and reference norms for the DCDDaily-Q questionnaire Chinese version (DCDDaily-Q-CN): evaluating children’s motor performance in activities of daily living. Frontiers in Public Health, 12, 1522816. https://doi.org/10.3389/fpubh.2024.1522816