Gross motor skills and social behavior in childhood: a public health perspective on their developmental association

Background Gross motor skills are hypothesized to contribute to social behavior in childhood, yet it remains unclear whether specific motor skill types are uniquely associated with social behavior at different ages. The present study examines the distinct and developmentally-specific relationships among locomotor skills, object control skills, and social behavior during three stages: early (3–5 years), middle (6–8 years), and late childhood (9–10 years). Methods This investigation employed a cross-sectional design with a sample of 578 Chinese children (51.9% male, 48.1% female) recruited from kindergarten and primary school settings. The Test of Gross Motor Development–Third Edition (TGMD-3) was used to obtain an objective measure of gross motor skills. To evaluate social behavior, the teacher-completed version of the Social Skills Improvement System Rating Scales (SSIS) was administered. The relationships between variables were examined through hierarchical regression analyses, which controlled for the potential confounding effects of sex, body mass index (BMI), and physical activity. Results Compared to the 3–5 year group, children aged 6–8 and 9–10 years displayed significantly greater proficiency in locomotor skills and received higher ratings on measures of social behavior. A steady, progressive improvement in object control skills was also evident with each older age group. According to regression analyses, object control skills served as a significant positive predictor for social behavior at every stage of development ( β = 0.224–0.419, p 0.01). Conversely, locomotor skills showed a significant relationship with social behavior solely in the early childhood period ( β = 0.453, p 0.001), with no such links found during middle or late childhood. Conclusion Object control skills appear to be a consistent correlate of social behavior throughout childhood, whereas locomotor skills are particularly relevant in the early years. These results highlight the promise of implementing targeted interventions, such as customized physical education curricula and organized play sessions, that focus on specific motor competences as a public health initiative to promote social skill growth. To optimize efficacy, the architecture of such programs must be developmentally appropriate and responsive to age-related variations.