The Study
The purpose of this longitudinal study (29 years) was to determine the ages at which significant gender differences occur in the performance of the following seven motor tasks: 1) flexed arm hang, 2) jump and reach, 3) agility shuttle run, 4) standing long jump, 5) 30 yard dash, 6) wells sit and reach and 7) 400-foot endurance shuttle run. Semi-annual measures were taken beginning at five years of age and continued until an individual attained adult stature or no longer participated in the study. A total of 584 males and 520 females were a part of the investigation, which provided over 9,300 male and 8,200 female measures for statistical analysis and comparison. The study was conducted by professor of kinesiology John Haubenstricker, David Wisner, professor emeritus of physical education and exercise science Vern Seefeldt and professor of kinesiology Crystal Branta.

The Findings
Both males and females improve in the performance of the motor tasks tested during childhood and adolescence. The performances of males consistently improved through 18.0 year, while the peak performances of females, on the average, generally occur at ages (15.0 -17.5) later than those previously reported in the literature. Statistically significant gender differences in performances occur between the ages of 5.0 to 9.0 years, but meaningful differences generally do not occur until the early teen years, the pubertal growth period, when males and females are undergoing differential changes in growth and body composition. Contrary to the popular belief among coaches that males lose flexibility during the adolescent growth spurt, this study showed an increase in male flexibility from 12.0 through 18.0 years.

What It Means to You
Awareness of gender differences in the performance of motor tasks can assist school people in designing and implementing physical education programs that are appropriate for boys and girls of different ages. An understanding of motor skill development can help both youth and adults set realistic performance expectations for students. Motivation strategies may be more effective if they are coupled with knowledge concerning gender and age norms.

More Information
Consult Haubenstricker, J., Wisner, D., Seefeldt, V. and Branta, C., "Gender Differences and Mixed-Longitudinal Norms on Selected Motor Tasks for Children and Youth," (May 1997), poster presented at the Annual Conference of the North American Society for the Psychology of Sport and Physical Activity, Denver, Colorado.

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