A Quasi-Experimental, School-Based Intervention Study with Pre-Test, Post-Test and Retention Measures

Rationale: This dissertation investigated the effectiveness of an eight-week SKIP (Successful Kinesthetic Instruction for Pre-schoolers) intervention on the development of fundamental motor skills (FMS) in Year 1 secondary pupils aged 11–12. The study aimed to address three main research questions: firstly, whether pre-test differences existed by group and sex across TGMD-2 and TGMD-3 assessment tools. Secondly, what was the influence of the SKIP intervention on FMS (Fundamental Motor Skills) total, Locomotor (LM), and Object Control (OC) skills? Lastly, to what extent the intervention effects were retained. Four hypotheses (H1a-d) were tested. Design: Using a quasi-experimental design, pupils were allocated to either the SKIP intervention or a wait group. FMS competence was assessed at pre, post, and retention stages using both TGMD-2 and TGMD-3. The data were analysed to compare baseline similarity, group differences, and changes over time. Findings: Findings supported both H1a and H1b: the intervention and wait groups did not differ at the pre-test, and boys outperformed girls in object control but not in locomotor skills. H1c was strongly supported, with the SKIP group showing significant improvements in FMS, particularly locomotor skills, compared to the wait group. H1d received partial support: although some gains were maintained, regression was observed, particularly in object control skills. Conclusion: The study concludes that the SKIP programme can produce meaningful short-term improvements in FMS. However, the gains made during intervention may not be sustained without reinforcement. The findings contribute to theoretical debates surrounding Seefeldt’s proficiency barrier, schema theory, and physical literacy, while highlighting the need for age-appropriate measurement tools. Practical implications emphasise that embedding FMS practice into the everyday Physical Education curriculum, addressing sex disparities, and supporting long-term sustainability through teacher training and school policy would further support FMS in the long term.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2026

Author dc:creator

• Wadha, Colette

• GV Hamdden Adloniant
• LB1603 Addysg Eilaidd. Ysgolion uwchradd

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:4147