A Mixed-Methods Approach to Investigating Family Influence on Motor Skill Development in Head Start Preschoolers.

Abstract

Using an explanatory sequential mixed-methods approach, this study investigated the development of fundamental motor skills (FMS) in 219 Head Start preschoolers (Mage = 4.33, SD = 0.63; 56% girls; 53% Hispanic) and examined how family environments, including parental and sibling influences, shapes FMS. Children were assessed on 13 FMS (6 locomotor and 7 object control [ball] skills) using the Test of Gross Motor Development-3. Parents of children with the highest and lowest FMS scores were selected for follow-up interviews, and Welch's t-tests, interviews, and children's drawings were used to triangulate findings. Results indicated that 56% of children demonstrated high FMS, while 44% had low FMS. Three key themes emerged from the interviews: (a) parental and sibling physical activity habits shape children's FMS development, (b) active parental involvement promotes FMS growth, and (c) resource-rich home environments provide essential opportunities for FMS mastery. Children with high FMS benefited from active, supportive family environments, where parents and siblings served as role models and facilitated diverse PA opportunities. In contrast, low FMS children often faced barriers, such as limited resources, time constraints, and lower prioritization of active play. These findings underscore the vital role of family environments in fostering early childhood FMS development among Head Start preschoolers.