A parent-led gamified stability skills intervention enhances stability skill but not general motor competence in children aged 4-5 years

Michael Duncan; Katie Fitton Davies; Samantha Clarke; Eileen Africa; Matteo Crotti; Ricardo M. G. Martins

doi:10.1123/jmld.2024-0108

A parent-led gamified stability skills intervention enhances stability skill but not general motor competence in children aged 4-5 years

Michael Duncan
, Katie Fitton Davies
, Samantha Clarke
, Eileen Africa
, Matteo Crotti
, Ricardo M. G. Martins

Liverpool John Moores University
Stellenbosch University
University of Bergamo

Research output: Contribution to journal › Article › peer-review

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Abstract

This study examined the effect of a parent-led, gamified stability skills intervention on stability skill and motor competence in 4-5 year olds. Eighty-four children were allocated to intervention (n=49 (17 boys)), or control (n=35 (22 boys)) groups. The intervention group undertook a 12-week parent or caregiver (P/G) led, gamified stability skills programme designed to be performed in a home environment. The control group participated in their usual activities. Stability skill and motor competence were assessed pre and post intervention. A sub sample of P/G’s (n=7) participated in post intervention interviews. A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (P<.001) and higher ball kicking velocity (P=.025) post intervention for the intervention group compared to controls. There were no significant differences in other motor competence tests (all P >.05). There was a significant positive relationship (P<.001) between intervention dose and change in stability skills. Thematic analysis from P/G interviews identified the following as facilitators for intervention engagement: 1) Intervention Format, 2) Autonomy, and 3) Social Support and the following as barriers to uptake: 1) Intervention Format, 2) Logistics & Life Constraints, 3) Parental Perceived Competence, and 4) Links to School.

Original language	English
Pages (from-to)	(In-Press)
Number of pages	22
Journal	Journal of Motor Learning and Development
Volume	14
Issue number	1
Early online date	29 Oct 2025
DOIs	https://doi.org/10.1123/jmld.2024-0108
Publication status	Published - 1 Jan 2026

Bibliographical note

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it

Keywords

balance
motor skill
early years
home-based
child development
gamification

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Duncan2025AAMAccepted author manuscript, 728 KB

Cite this

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abstract = "This study examined the effect of a parent-led, gamified stability skills intervention on stability skill and motor competence in 4-5 year olds. Eighty-four children were allocated to intervention (n=49 (17 boys)), or control (n=35 (22 boys)) groups. The intervention group undertook a 12-week parent or caregiver (P/G) led, gamified stability skills programme designed to be performed in a home environment. The control group participated in their usual activities. Stability skill and motor competence were assessed pre and post intervention. A sub sample of P/G{\textquoteright}s (n=7) participated in post intervention interviews. A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (P<.001) and higher ball kicking velocity (P=.025) post intervention for the intervention group compared to controls. There were no significant differences in other motor competence tests (all P >.05). There was a significant positive relationship (P<.001) between intervention dose and change in stability skills. Thematic analysis from P/G interviews identified the following as facilitators for intervention engagement: 1) Intervention Format, 2) Autonomy, and 3) Social Support and the following as barriers to uptake: 1) Intervention Format, 2) Logistics \& Life Constraints, 3) Parental Perceived Competence, and 4) Links to School. ",

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JF - Journal of Motor Learning and Development

IS - 1

ER -

A parent-led gamified stability skills intervention enhances stability skill but not general motor competence in children aged 4-5 years

Abstract

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Keywords

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