Makaruk Hubert, Porter Jared M, Webster E Kipling, Makaruk Beata, Tomaszewski Paweł, Nogal Marta, Gawłowski Daniel, Sobański Łukasz, Molik Bartosz, Sadowski Jerzy
Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland.
Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, TN, United States.
Front Artif Intell. 2025 Aug 4;8:1611534. doi: 10.3389/frai.2025.1611534. eCollection 2025.
Fundamental motor skills (FMS) are foundational for lifelong physical activity and talent development. However, their development is often overlooked in favor of sport-specific outcomes in physical education (PE). This study aimed to evaluate FMS proficiency among students enrolled in traditional and school-based sport PE programs and explore implications for early specialization and motor competence.
We assessed FMS proficiency in a large sample of Polish students aged 10-14 ( = 2,238) using the validated Fundamental Motor Skills in Sport (FUS) test. Participants were grouped based on enrollment in traditional PE or school-based sport PE programs. Proficiency was classified into four levels based on mastery across six motor tasks.
The majority of students in both groups failed to meet the basic FMS proficiency threshold. Specifically, 72% of boys and 77% of girls in sport PE programs were below elementary proficiency, compared to 90% of boys and 92% of girls in traditional PE. While sport PE students outperformed their peers, significant deficits remained. Gender differences showed boys had advantages in object control skills, while girls performed better in coordination-oriented tasks.
Both traditional and sport PE programs fall short of supporting adequate FMS development, potentially due to overemphasis on early specialization and lack of instructional support for motor competence. These findings underscore the need for curricular reforms and targeted teacher training to prioritize broad motor skill development and promote long-term participation in physical activity.
基本运动技能（FMS）是终身体育活动和天赋发展的基础。然而，在体育教育（PE）中，为了追求特定运动项目的成果，这些技能的发展常常被忽视。本研究旨在评估参加传统体育课程和校本体育项目的学生的FMS熟练程度，并探讨早期专项化和运动能力的影响。
我们使用经过验证的《运动中的基本运动技能》（FUS）测试，对一大群10至14岁的波兰学生（ = 2238）的FMS熟练程度进行了评估。参与者根据其参加传统体育课程或校本体育项目进行分组。根据六项运动任务的掌握情况，将熟练程度分为四个等级。
两组中的大多数学生都未达到基本FMS熟练程度阈值。具体而言，体育项目中的72%的男生和77%的女生低于初级熟练水平，而传统体育课程中的这一比例分别为90%的男生和92%的女生。虽然参加体育项目的学生表现优于同龄人，但仍存在显著差距。性别差异表明，男生在物体控制技能方面具有优势，而女生在以协调为主的任务中表现更好。
传统体育课程和体育项目在支持充分的FMS发展方面都存在不足，这可能是由于过度强调早期专项化以及缺乏对运动能力的教学支持。这些发现强调了课程改革和有针对性的教师培训的必要性，以便将广泛的运动技能发展作为优先事项，并促进长期参与体育活动。
