The Study
This study by John L. Haubenstricker, professor of kinesiology at Michigan State University, provides a rationale and guide-lines for establishing an early childhood motor development program. It describes the benefits of such a program, identifies possible goals for it and discusses a methodology for evaluating its outcomes. Subsequent work will focus on specific outcomes that can be accomplished in the motor development of young children and methods for achieving those outcomes.

The Findings
It cannot be assumed that motor development involving such large muscle skills as: running, jumping, skipping, throwing, kicking, climbing, catching, balancing and learning to move to rhythmical beats will occur naturally through the growth and maturation of the body or as a result of free play activities. Appropriate modeling and guided instruction are necessary to assure the acquisition of appropriate motor skill patterns. Since faulty patterns are often difficult to correct, it is desirable to develop appropriate patterns during early childhood when most fundamental skills emerge, or are capable of emerging. Inadequate motor patterns and unlearned skills can lead children to experience failure in games requiring these skills and decrease their desire and willingness to participate in physical activities in the future. Active lifestyles in the adult years may stem from the acquisition of motor skills during early childhood.

What It Means to You
The inclusion of motor development in early childhood education programs can make a significant contribution toward the total development of young children and lead to the acquisition of more complex sports skills in later years. Goals to consider if you wish to develop or enhance such programs in your school include:

• Acquisition of large muscle skills.
• Promotion of physical fitness.
• Acquisition of knowledge related to movement and the integration of other curricular concepts with movement.
• Development of personal/social skills in movement settings.

The amount of time devoted to gross motor development should be proportional to the total program time available, approximately 20% for a half-day program, but no less than 20 minutes per session. Evaluation of motor development programs should be linked to program goals and objectives; achievements in knowledge, skills and behavior can be documented through observation and questioning.

For More Information
Consult Haubenstricker, J.L, "Starting an Early Childhood Motor Development Program, (October 1997), The Pipeline, The Michigan Lutheran Sports and Physical Education Association, Volume 21, 4.

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