The Effects of a Gender-Equitable Motor Skill Intervention on Changes in Object Control Skills and Held Stereotypes of Preschool-Aged Children.

Abstract

Despite no anthropometric differences until postpubescence, preschool-aged girls tend to show greater difficulty performing manipulative object control skills than boys of the same age. Purpose: As object control skills are derived from a blend of experience and culture, the purpose of this study was to examine the effects of gender-equity gross motor skill intervention on object control skills and held stereotypes of preschool-aged children. Method: Participants included children (N = 93; M_age = 47.38, SD = 6.21 months, range = 36.67-60.25 months) from classrooms randomly assigned to intervention (n = 4) and control (n = 2) conditions. We conducted three separate ANOVA with repeated measures for our main aim, with post hoc analyses confirming the results and including Bonferroni adjustments. For the exploratory aim, we conducted two point-biserial correlations-one for boys and one for girls. Results: Results showed no differential effects for the intervention based upon biological sex and that intervention groups saw significant improvements in their object control skills when compared to control. Simultaneously, intervention children reported significantly reduced held stereotypes when compared to control children that were associated with improvements in object control skills. Conclusion: A gender-equitable object control skill intervention significantly improved young children's object control skills and reduced held stereotypes, with no differential effects based on biological sex. Future research should continue to focus on gender equitable interventions and include families and other stakeholders in the intervention process.