Building From a Stable Foundation? Understanding Stability Skill Proficiency in British Children in the First Year of School

Objective Stability skill proficiency is purported to be below the norm in children. However, no process‐oriented proficiency data are available examining this issue. This study assessed stability skill proficiency in British children. Materials and Methods Stability skill proficiency of 243 (116 boys and 127 girls) English children aged 4–5 years was assessed using the Test of Stability Skills. Stability skill proficiency was classed as proficient, near proficient and poor. Results Approximately 60% did not achieve proficiency in any of the three stability skills. Only three children (1.2%) were proficient in all three stability skills. Individual skill proficiency was poor, with proficiency of the roll, rock and back support being 10.3%, 4.9% and 8.2%, respectively. Conclusion This study provides preliminary normative data for process‐oriented stability skill in British children aged 4–5 years. As stability skill is a prerequisite for the development of other gross motor skills, such information is important in effective targeting for stability skill intervention.