Examining The Role of Structured Physical Education in Developing Motor Skills Among Young Children

• Author(s): D. M. Yenagi
• Paper ID: 1700886
• Page: 143-157
• Published Date: 31-01-2019
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 2 Issue 7 January-2019

Abstract

The research article explores the conceptual framework of structured physical education (PE) as a vital mechanism in the development of fundamental motor skills (FMS) during early childhood, arguing that structured PE programs, characterized by organized, developmentally appropriate, and skill-based physical activities, provide essential opportunities for young children to acquire, refine, and enhance basic motor skills such as running, jumping, throwing, and catching, which are crucial not only for physical health but also for cognitive and socio-emotional development; the paper theoretically examines various educational models and pedagogical approaches that have been employed in early childhood PE settings and supports the hypothesis that structured PE, when implemented consistently and systematically, can significantly improve children's gross and fine motor skills, leading to enhanced overall physical competence and increased participation in lifelong physical activity; drawing on data from pre-existing theoretical frameworks and pedagogical analyses, the article emphasizes the importance of incorporating age-appropriate, progressive motor learning experiences into structured PE programs and identifies key factors, such as instructional quality, teacher expertise, and the frequency of sessions, that contribute to the successful motor skill development of children aged 3 to 8; the theoretical foundation for the argument is grounded in developmental theories, such as Piaget's stages of cognitive development and Vygotsky's social constructivist theory, which suggest that physical activity through guided play and structured movement experiences can foster not only motor proficiency but also cognitive growth and social interaction; further, the article proposes that structured PE, in contrast to unstructured free play, provides a scaffolded learning environment where children are supported by educators in mastering motor skills, thus reducing the risk of physical inactivity in later life; finally, the paper concludes with a call for more extensive research into the long-term effects of structured PE on motor development and highlights the necessity for educational policies that prioritize structured physical education as a fundamental aspect of early childhood education.

Keywords

Structured Physical Education, Motor Skill Development, Fundamental Motor Skills (FMS), Early Childhood Education, Pedagogical Approaches, Cognitive and Socio-Emotional Development

Citations

IRE Journals:
D. M. Yenagi "Examining The Role of Structured Physical Education in Developing Motor Skills Among Young Children" Iconic Research And Engineering Journals Volume 2 Issue 7 2019 Page 143-157

IEEE:
D. M. Yenagi "Examining The Role of Structured Physical Education in Developing Motor Skills Among Young Children" Iconic Research And Engineering Journals, 2(7)