The effects of teacher-led and teacher-guided interventions on preschool children's motor competency.
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| Title: | The effects of teacher-led and teacher-guided interventions on preschool children's motor competency. |
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| Authors: | Marinšek, Miha1 (AUTHOR) miha.marinsek@um.si, Bedenik, Klemen2 (AUTHOR), Kovač, Marjeta3 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Apr2026, Vol. 34 Issue 2, p274-290. 17p. |
| Subject Terms: | *Motor ability, *Effective teaching, *Early childhood education, *Preschool children, *Eye-hand coordination, Locomotor control |
| Abstract: | Fundamental movement skills (FMS) are critical for children's overall development, yet inconsistencies in early childhood education curricula often hinder systematic skill acquisition. This study examined the effects of two instructional approaches – teacher-led and teacher-guided interventions – on the development of FMS in Slovenian kindergarten children aged 4–6 years. A total of 94 children were randomly assigned to teacher-led, teacher-guided, or control groups. Over a 13-week intervention, locomotor and ball skills were assessed at baseline, post-intervention, and retention phases. Results revealed that teacher-led interventions significantly improved ball skills, such as throwing, dribbling, and striking, underscoring the importance of structured instruction and targeted feedback for tasks requiring technical precision. Teacher-guided interventions, by contrast, showed comparable success in enhancing locomotor skills, which benefit from autonomy-supportive, exploratory learning environments. The control group demonstrated minimal progress, highlighting the necessity of intentional FMS instruction. These findings reflect the unique socio-cultural emphasis on child-centred learning within the Slovenian educational framework, while reinforcing the global importance of aligning instructional strategies with developmental needs. A hybrid approach combining structured guidance for complex skills with exploratory methods for simpler tasks is proposed to optimise FMS development and promote motor competency in early childhood. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Fundamental movement skills (FMS) are critical for children's overall development, yet inconsistencies in early childhood education curricula often hinder systematic skill acquisition. This study examined the effects of two instructional approaches – teacher-led and teacher-guided interventions – on the development of FMS in Slovenian kindergarten children aged 4–6 years. A total of 94 children were randomly assigned to teacher-led, teacher-guided, or control groups. Over a 13-week intervention, locomotor and ball skills were assessed at baseline, post-intervention, and retention phases. Results revealed that teacher-led interventions significantly improved ball skills, such as throwing, dribbling, and striking, underscoring the importance of structured instruction and targeted feedback for tasks requiring technical precision. Teacher-guided interventions, by contrast, showed comparable success in enhancing locomotor skills, which benefit from autonomy-supportive, exploratory learning environments. The control group demonstrated minimal progress, highlighting the necessity of intentional FMS instruction. These findings reflect the unique socio-cultural emphasis on child-centred learning within the Slovenian educational framework, while reinforcing the global importance of aligning instructional strategies with developmental needs. A hybrid approach combining structured guidance for complex skills with exploratory methods for simpler tasks is proposed to optimise FMS development and promote motor competency in early childhood. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2507258 |
