This study examined the effects of a structured physical education (PE) program on motor skill development in preschool children (aged 3-5 years) in the Sabaragamuwa Province, Sri Lanka, using a mixed-methods approach. A quasi-experimental design was adopted, with two hundred twenty (n= 220) students: (n1=200) in the Experimental Group (EG), which received a six-month (06) TGMD-2-based PE curriculum, and (n2=20) in the Control Group (CG), which participated in regular activities. The Test of Gross Motor Development-2 (TGMD 2) was used to measure motor competence, and a mixed ANOVA was used to conduct an analysis of intergroup and temporal differences. The EG showed statistically significant improvements in the areas of locomotor skills and object control Skills. Effect sizes were larger in the experimental group, supporting the effectiveness of the program. The perceived benefits, such as better coordination, confidence, socialization and greater physical activity participation, were highlighted in qualitative data, based on the interviewing of teachers, parents, early childhood educators and stakeholders, which also uncovered the barriers, such as lack of space, poor equipment and teacher training deficiencies. These findings demonstrate that well-organized, developmentally sensitive PE programs, supported by formal teacher education and parental participation, can significantly increase motor dexterity with preschool cohorts. Findings show a serious real-world implication on PE inclusion into early childhood education programmes by providing empirical evidence based on resources-efficient interventions that will promote the development of motor skills throughout life and enhance equal accessibility in socioeconomic backgrounds.
M.R.M.A. et al. (Tue,) studied this question.